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DEPARTMENT  OF  THE  INTERIOR 
BUREAU  OF  EDUCATION 


BULLETIN,  1920,  No.  12 


TRAINING  TEACHERS  FOR 
AMERICANIZATION 

A  COURSE  OF  STUDY  FOR  NORMAL  SCHOOLS 
AND  TEACHERS'  INSTITUTES 


By  JOHN  J.  MAHONEY 

STATE  SUPERVISOR  OF  AMERICANIZATION 
FOR  MASSACHUSETTS 

WITH  A  CHAPTER  ON 

INDUSTRIAL  CLASSES 

By  FRANCES  K.  WETMORE 

OP  THE  PUBUC  SCHOOLS  OF  CHICAGO 
AND  ON 

HOME  AND  NEIGHBORHOOD  CLASSES 

By  HELEN  WINKLER  and  ELSA  ALSBERG 

OF  THE  COUNCIL  OF  JEWISH  WOMEN 


WASmNCTON 

GOVERNMENT  PRINTING  OFFICE 

1920 


,i 


DEPARTMENT  OF  THE  INTERIOR 

BUREAU  OF  EDUCATION 


BULLETIN.  1920.  No.  12 


TRAINING  TEACHERS  FOR 
AMERICANIZATION 

A  COURSE  OF  STUDY  FOR  NORMAL  SCHOOLS 
AND  TEACHERS'  INSTITUTED 


By  JOHN  J.  MAHONE^' 

STATE  SUPERVISOR  OF  AMERICANIZATION 
FOR  MASSACHUSETTS 

WITH  A  CHAPTER  ON 

INDUSTRIAL  CLASSES 

By  FRANCES  K.  WETMORE 
OF  THE  PUBLIC  SCHOOLS  OF  CHICAGO 

AND  ON 

HOME  AND  NEIGHBORHOOD  CLASSES 

By  HELEN  WINKLER  and  ELSA  ALSBERG 

OF  THE  COUNCIL  OF  JEWISH  WOMEN 


WASHINGTON 

GOVERNMENT  I'RINTING  OFnCE 

1920 


ADDITIONAL  (OriKS 

l>F  THIS  PLnUCATIdX   MAY   nE  PROCCRtli  FR'-M 

THE  SIPERIXTKNDENT  OF  DOCVMEXTS 

GOVERNMENT  PRI>-TINO  OFnCE 

\v\-inrxoToN.  i\  r. 

AT 

1(1  CKXTS  I'Ki:  I  <>iv 


contp:nts. 


Page. 

lA'tter  of  ininsmittal ."> 

rrt'fut-e 0 

Chapter  I. — rrellmliuiry  statemont 7 

A.  Why  tearh»T  training . 7 

B.  Tht»  s«-«>|u«  »>f  this  »-«)iirso 8 

C.  The   itit'thiKi   of  itri'.MMitation 9 

D.  OI»servatiou  ami  practice 10 

E.  The  lueniiinjr  «tf  Tart  1 10 

V.  ('oiitribiilions  to  this  course 11 

riiapter  II. — The  course  in  detail 12 

Part  1.  America,  Americtuiism,  Americanization 12 

Tart  '2.  Orfranization  of  Americanization  activities 17 

Part  :?.  IntriMluction 22 

Part  4.   Iiiiiniirrant  l)nckgrouncls  and  racial  characteristics 33 

Part  r>.  An  outline  of  the  Americanization  movement 38 

Chapter  III. — Imlustrial  or  factory  classes 43 

Classrooms  and  equii>ment ,    43 

Methods  of  instrutlion 4r» 

Chapter  IV. — The  home  and  neighborhood  teacher 49 

Community  obligations 49 

The  home  teacher  act  of  California 51 

Fun<tion  and  aim  of  the  home  and  neighborho<Kl  teacher 52 

Approach  and  class  group  organization 53 

Methods  of  the  home  and  neighborhood  teacher 54 

Sug;:estions 54 

Quaiiticntions  of  the  teacher 55 

Equipment    for   the   home   teacher 56 

Hoards  of  (Hlucation 57 

Kesults  of  home  and  neighborhood  teaching 58 

An'ENUix. — IJeport  of  committee  uu  teacher  training  lu  Americinazatiou_  59 

S 


\fj.j\j-^j:^ 


LETTER  OF  TRANSIMTTTAL. 


DErAltTMKNT  Or    TllK   IxTKIUttK, 

lUlKEAlI   OF    EdI'CATION, 

WtiaJtiuytan^  Decemhii'  7,  1!U0. 

Sir:  In  tho  work  of  Amerinini/ation,  wliiolk  is,  in  the  broad  sense, 
almost  entirely  ediicatiitnal,  the  teacher  is  of  first  importance.  Not 
every  person  who  can  do  <;ood  work  as  a  teacher  of  a  «;raile  or  of 
j)articular  subjects  in  a  school  for  children  or  youth  can  do  ecpially 
jrood  work  as  a  teacher  of  classes  of  adult  forei^rn-horn  persons. 
The  preparation  for  the  two  tasks  must  he  (juite  diircieut.  In  the 
prej>aration  (►f  teachers  of  classes  of  children  and  youth  in  our  puidic 
and  private  schools  we  have  had  much  experience,  and  as  a  result 
are  in  possi'ssion  of  some  well-understood  and  jrenerally  accepted 
l)rinciples  and  methods  of  procedure.  For  the  preparation  of  teach- 
ers of  classes  of  ailult  foreij;n-l)orn  persons  who  are  unable  to  speak, 
read,  and  write  English,  and  who  know  little  or  n()thin<r  of  America 
or  American  ideals,  history,  manners,  customs,  and  laws,  we  have 
had  very  little  experience,  and  there  are  few  established  and  accei)ted 
principles  or  methods  of  procedure.  Any  directions  or  su^<re.stit)ns, 
therefore,  based  on  clear  thinking  and  a  reasonable  amount  of  per- 
sonal experience  and  observation  can  not  fail  to  })rove  helpful  to  th().se 
who  are  en<;a^ed  in  this  task  of  training  teachers  for  this  work, 
scores  of  thou.sands  of  whom  will  be  needed  as  soon  as  the  Federal 
Government  and  States  nuike  any  adequate  provision  for  its  support. 
The  manuscript  transmitted  herewith,  prei)ared  by  John  J.  Mahoney, 
State  Supervisor  of  Americanization  for  the  State  of  Massachusetts, 
with  the  assistance  of  Frances  K.  Wetmore,  of  the  public  schools  of 
Chicajro,  and  Helen  AVinkler  and  Elsa  Alsberj;^,  of  the  Council  of 
.Jewish  ^^'(»men.  contains  many  such  directions  and  su^jrcstions.  I 
theref<»re  reconnnend  that  it  be  published  as  a  bulletin  of  the  Bureau 
of  Eilucation. 

Resi)ect fully  submitted. 

P.  P.  Claxton, 

Commissioner. 

The  Seckltaky  of  the  Inti:rior. 


1»RKFACE.  4 


The  first  step  in  any  eflfective  Amt'iicanization  of  our  people  of 
forei<;n  birth  is  the  teach in<^  of  the  Knj^lish  hinj;iia«:e,  hut  it  is  itUe 
to  open  classes  for  sikIi  instruction  until  we  first  have  teachers 
qualifuMl  to  teach  thcni  pn)[)erly.  Not  only  must  normal  schools 
and  colle«;es  everywhere  be  encuurageil  to  institute  courses  of  teacher- 
training  for  this  task,  but  short-course  teachers'  institutes  must  be 
held  to  reach  a  large  number  of  prospective  teachers  quickly. 

To  provide  the  necessary  material  for  such  courses,  John  .1.  Nfa- 
honey,  who  has  had  much  experience  in  trainin«^  teachers  for  work 
nmonj;  the  foreign  born,  was  asketl  to  prepare  the  accomjjanyinp 
manuscript  upon  Training  Teachers  for  Americanization.  Mr.  Ma- 
honey  has  handled  his  task  in  such  a  wa}'  that  his  sugfjestive  course 
of  study  may  easily  be  exi)anded  into  a  fidl  course  for  a  semester  or 
a  year,  or  it  may  be  used  as  an  intensive  short-unit  course  or  the 
basis  for  institutes  or  lecture  courses.  In  the  preparation  of  this 
manuscript  Mr.  Mahoney  had  valuai)Ie  assistance  from  Misses  Wet-  ^ 

more,  Winkler,  and  Alsberg,  and  tiieir  associates. 

Teachers  of  the  non-English  speaking  chisses  should,  wherever 
possible,  take  at  least  a  short-unit  course.  Hundreds  of  volunteers 
have  taken  up  the  work  throughout  the  country,  however,  as  a 
patriotic  duty  who  have  not  had  tiie  opportunity  of  studying  their 
subject.  Mr.  Mahoney 's  work  will  be  of  great  benefit  to  these  teach- 
ers, even  though  it  must  be  used  bv  them  as  a  home-.studv  course. 

There  is  included  as  an  api)endix  to  the  present  work  the  report 
<if  a  special  committee  on  the  training  of  teachers  for  Americaniza- 
tion which  was  appointed  during  the  Americanization  conference  of 
May,  1919.  Mr.  Mahoney 's  book  follows  closely  the  recommenda- 
tions of  this  committee  of  leading  exj)erts  in  this  field  of  education. 

Fhki)  C.  Rtti.kr, 
Director  of  Americanization ^  liureau  of  Education. 

6 


i 


TRAINING    TEACHERS    FOR    AMERICANIZATION. 


Chapter  I. 
PRELIMINARY  STATEMENT. 


A.   WHY    rKA(HEK   TRAINING? 

The  sclioolin«:  of  i\w  immi^rrant  in  the  past  has  been,  spe:ikin«r 
hroadly,  an  unsuccessful  i)eif(>rniiince.  Tlie  reasons  therefor  are 
niaiiy  and  are  not  to  be  char^^ed  ajrainst  the  schools  alone.  One 
of  the  princi]>al  reasons,  without  a  doubt,  was  the  slowness  on  the 
part  of  the  public  and  not  infre(|tu'ntly  on  the  part  of  school  people 
theniselxes,  to  appreciate  the  fact  that  the  teachin*;  of  the  adult  ini- 
nii«rrant  is  a  hi«rhly  specialized  piece  of  work,  re(iuiiin'T:  not  only 
special  aptitude  but  special  traininjr  as  well.  For  years  the  evenin<r 
school  was  but  a  subordinate  part  of  the  educational  system,  and  it 
was  felt  that  anyone  could  teach  an  evenin<r-school  class.  At  first 
the  teaching  of  En<rlish  and  allied  subjects  was  committed  to  the 
hands  of  nonprofessionals,  who  not  infrecjuently  worked  for  the 
night's  wa<ro — and  for  nothinj;  else.  Suitable  teaching;  materials 
wiMf  almost  wholly  lacking'.  It  is  not  sti'anire,  with  such  condi- 
tions, that  the  schools  failcil  to  hold  even  those  who  wished  to  learn. 
Mori'  recently  we  find  the  trained  dav-school  teacher  workin<;  in 
the  immi<rrant  classes.  And  while  this  is  no  unmixed  blessinfj, 
inasmuch  as  it  means  a  double  burden  for  teachers  already  burdened 
enou^di.  it  is  an  improvement  over  what  has  obtained  hitherto.  It 
is  (piite  true  that  not  every  jjood  teacher  of  children  proves  to  be  a 
<r<»od  teacher  of  adult  immi<rrants.  It  is  also  true  that  teachers 
trained  in  normal-.school  methods  have  often  made  the  mistake  of 
tryin;:  to  use  these  methods  without  adaptation  in  their  eveninfr- 
school  instruction.  The  trained  teacher  in  the  evenini;  school 
nevertheless  has  marked  a  step  ujiward  in  the  eHiciency  of  evenin*;- 
school  work.  Since  191.5,  however,  there  has  come  to  the  Ameri- 
can peoi)le,  and  especially  to  the  school  administrator,  a  lar«rer 
vision  us  to  the  solution  of  the  Americanization  problem.  No  lonjrer 
is  the  .schooling  of  the  inuni^rant  to  be  an  overtime  task  performed 

7 


8  TRAININC.    TKACHERS    FOR    AMERICANIZATION. 

i)V  toachors  with  onlv  a  casual  traiuin^r.  I^av  schools  for  linmi- 
•grants,  factory  classes  for  iminijrrants.  afternoon  classes  foi-  inmii- 
«;rant  wonicn — these  and  others  are  all  to  fin<l  place  in  the  plan  of 
Americanization  (lurin<j  the  next  few  years.  And  the  teachers  in 
these  classes  must  he  s|)ecin(  ally  trained.  There  is  a  distinct  peda- 
«;o<:y  in  this  work  with  adult  iniini;:rants  and  a  very  distinct  inethod- 
olojry.  The  teacher  of  the  inimifrrant  must  he  ac(|uainted  with  these. 
She  must  have  a  kiu)wled«re  of  the  important  aims  in  her  work, 
namely:  (1)  What  she  is  to  teach;  (2)  how  she  is  to  teach;  (3) 
what  standard  of  achievement  she  may  e.\j>ect. 

She  must  know  more  specifically  also  what  her  aims  should  l)e  in 
the  task  of  teachinjr  immigrants  to  talk  Kn<;lish  and  how  this  can 
l>cst  he  done:  to  icad  lsn;rli>^h  an<l  how  this  can  Ix'st  he  ilone:  to 
write  Kn<rlish  and  how  this  can  hest  be  done.  Similarly  with  the 
other  subjects  that  arc  includetl  in  the  innni<rrant*s  proj^ram. 
Finally,  and  of  <;reatest  importance,  she  must  ai)preciate  that  her 
hii;  task  is  .\mericanization — the  niakin<j  of  Americans — and  must 
undei*stand  just  what  that  means  and  how  it  can  best  be  brought 
about.  All  this  means  that  the  teacher  must  po  to  school,  to  Icaru 
another  le-s-son  in  her  biisiness  of  teaching.  Colleges,  normal  schools, 
Stat»>  departments  of  education,  large  city  .scho<»l  systems,  all  should 
take  it  upon  them.selves  to  put  the  work  of  teacher  training  in  this 
new  field  on  an  established  basis.  It  is  very  far  from  being  on  an 
established  basis  now. 

An  investigation  recently  made  by  the  Carnegie  Corporation  indi- 
cates that  the  time  is  ripe  for  great  progress  in  teacher  training. 
Two  years  ago  only  a  very  few  colleges  or  universities  offered 
teacher-training  courses.  T..ast  summer  at  least  12  did  so.  During 
the  past  year  also  State  boards  of  education  and  State  councils  of 
national  defense  were  very  active.  And  here  and  there,  as  at  Ivos 
.\ngeles,  normal  schools  offered  work  in  immigrant  instruction  as 
part  of  the  year's  program.  The  present  school  year  (1010-'2n)  has 
already  made  a  promising  beginning.  Not  only  State  departments 
of  education  and  a  few  colleges  and  normal  .schools,  but  also  city 
school  systems  and  city  Americanization  committ»'es  have  instituted 
teacher-training  activities.  The  way  is  prepared  for  a  strong  educa- 
tional drive  in  this  field  of  professional  endeavor. 

B.  THE  SCOPE  OF  THIS  COURSE. 

The  course  here  presented  is  divided  into  five  parts,  with  the  gen- 
eral idea  that  if  given  as  a  whole  it  will  cover  approximately  .30 
hours  of  le«ture,s  and  discussions  and  about  21  hours  of  observation 
and  practice.  There  is  no  idea  of  intimating,  however,  that  it  should 
l)e  presented  just  as  it  stands  to  every  group  of  student-teachers. 


PK£U-MJ>'AKY   STATEMENT-  9 

The  idea  is  rather  to  present  a  "  blanket  course,"  which  shouKl  be 
adapted  to  tlie  needs  of  special  situations.  Two  jxjinttj  should  be 
broufirlit  out  in  this  coiuii'ttioii : 

1.  leacher-tiainin^'  facilities  are  set  up  to-(hiy  by  various  agencies. 
Anion*;  tht-ni  are:  (1)  C'oiicgejj  and  univeisities;  (2)  nornml  schools 
antl  collejres;  (.H)  State  dcpaitiiicni-  of  cvhuation ;  (4)  city  sdiool 
systems:  (.'»)  various  semij»ublir  a«,'encies.  1  he  character  and  tlie 
extent  of  the  work  ollered  by  these  dillVrent  institutions  vary.  C'o- 
luniliui  I'niversity,  for  instamx',  throu«rh  (ohunbia  House,  presents 
a  very  ctunjilete  pn>trrani  of  Am  erica  niiuit  ion  courses,  includin<x  those 
that  ini«rht  be  re«rar<leil  as  strictly  professional  in  the  sense  that  they 
prepare  for  cUssroom  te^ichinjr.  i  he  State  departments  of  educjUion. 
on  tlie  other  Imnd.  are  incline*!  to  specialize  on  the  iiLstitute  idea, 
and  the  inti-nsive  short-unit  (x>ui"se  as  a  necessary  short  cut.  Normal 
scluHiLs  iui\e  olleied  and  will  oiler  the  Saturday  morniufr  course  of  a 
dozen  or  15  lectun's  juid  conferences.  Obviously  a«luptations  must 
be  made  if  the  material  herewith  submitted  is  to  be  used  most  eco- 
iiomi<aHy.  A  short-unit  (xiurse  of  five  or  six  conferences,  for  in- 
stancx*.  can  do  little  more  than  cover  part  3.  A  Siiturday  morning 
course  of  15  confei-ences  mijrht  concentrate  on  parts  1,  3,  and  -L  Or 
again,  the  subject  of  Innnigrant  Backgrounds  (jjart  4)  might  be 
presenter  1  as  a  unit  without  any  reference  to  the  other  phases  of  the 
work  outlinetl.  Finally,  in  a  college  course  any  one  of  these  several 
parts  might  be  expanded  into  the  work  of  a  full  or  half  course  for 
a  semester  or  a  full  year.  'I'he  adaptations  possible  are  many.  They 
should  be  made  in  e^el•y  case.  There  is  no  special  virtue  in  main- 
taining thLs  coui"se  just  as  it  stands. 

2.  'i'he  term  "  teachei-  training  "  has  been  consistently  used.  It 
should  be  a]#pai'eiit,  however,  that  there  is  a  crying  need  to-day  not 
only  for  teachers  but  for  sui)eivisors  and  organisers  as  well.  Much 
of  the  material  suggesteil  in  this  course  is  intemled  to  meei  the  needs 
of  people  who  wish  to  arrive  at  a  thorough  understantling  of  the 
problem  of  Americanization  and  to  studv  wavs  and  means  of 
organizing  Americanization  activities.  Parts  1, 2,  and  5  are  intended 
especially  for  work  in  this  advanced  field. 

C.  THE  METHOD  OF  PRESENTATION. 

The  course  is  presente<l  in  the  form  of  a  skeleton  oiitline,  with 
uunierous  references.  The  thought  iieie  is  that  students  sh^ll  gather 
infoi'matiou  from  these  refeiences  8U<1  <liscuss  this  information  in 
the  cla.ssroom  jieriod.  It  will  l»e  notetl  tlmt  few  books  of  references 
ai*  list^ed.  the  reason  l>eing  that  .so  far  \ei-y  few  professional  biMjks 
on  Americanization  have  been  written.  Helpful  matoiial  exists  veiy 
largely  in  the  form  of  pauij>hlets,  bulletins,  and  reports.  These  are 
cited  f<»r  the  student  s  assistancx?.  The  instructor  of  a  teacher-train- 
2584'— 20 2 


10  TRAINING   TEACHERS   FOR   AMERICANIZATION. 

iii^  class  should  reiiu'inWer.  1i(»wo\(M',  that  refoiviict's  in  Americani- 
zation that  tnav  he  of  value  to-dav  may  he  of  little  value  tomorrow. 
Aniericani/.ation  will  develop  rapidly  as  a  sm-ial  movement  durin«r 
the  next  few  years.  Teacher  traiiieis  must  keep  in  touch  with  the 
literature  of  the  movement  as  it  ai)i>ears. 

I).   OHSKHV ATION    AM)    I'K ACTKE. 

The  <;reatest  weakness  hitherto  in  all  attempts  at  teacher  training 
in  the  field  of  Americanization  has  l)een  the  lack  of  opportunities 
(tiTeretl  for  ohservation  ami  [iractice.  This  has  heen  unavoidahle  in 
the  past.  The  short-unit  course,  consisting;  of  a  half-dozen  lectures, 
has  heen  the  most  that  could  be  attenipted  usually.  And  the  summer 
.school  courses,  thonirh  longer,  have  not  usually  olfered  ohservation 
and  practice  facilities  because  of  the  ditliculty  of  operatin«r  cla.sses 
for  immi<;rants  durin<;  the  stiniiner  months.  The  past  year,  however, 
has  seen  a  notable  increase  in  the  number  of  institutions  that  include 
observation  and  practice  work  in  their  teacher-trainin«r  coui'se.  From 
now  on  it  is  to  be  hoped  that  every  couree  that  pretends  to  Ije  ade- 
(|uate  will  include  these  activities.  NO  real  teacher  trainin«;  can  In; 
accomplished  otherwise. 

The  course  outlined  in  Chapter  II  is  intended  to  include  24  hours 
of  observation  and  practice.  This  may  be  intori)iTted  as  covering 
a  period  of  six  weeks.  The  exi<j:encies  of  a  particular  situation  may 
demand  that  students  be  assi<rned  to  practice  stations  before  the 
subject  of  teachin<x  methods  has  been  thoroughly  covered.  To  meet 
such  a  situation  the  su<r«restion  is  nuule  that  part  '^  be  ])resented  to 
students  in  a  preliminary  way  at  the  very  outset.  This  will  enable 
them  to  observe  and  practice  to  better  purpose.  Later  on  part  3  may 
be  presented  apain  in  review.  The  discussions  will  then  l>e  more 
fruitful,  because  students  will  brinjr  to  the  class  their  own  teachinjr 
problems. 

E.  THE  MEANING  OF  P.VRT  1. 

Tart  1  is  an  attempt  to  set  forth  a  few  fundamental  thinjrs  that 
every  worker  in  Americanization  shotdd  know.  To  date  we  have 
been  accustomed  to  think  of  Americanization  largely  as  a  matter  of 
schoolinjr-  And  the  teachin*j  of  Enjrlish  has  occupied  most  of  our 
thou'jht  as  a  factor  in  the  schoolin«r  proces.s.  Obviously,  American- 
ization is  something  more  than  dealin<r  with  the  immiprrant  in  scliool. 
And  obviously,  too.  the  school  is  taking  only  the  first  step  in  Ameri- 
canization when  it  breaks  down  thelan<rua^e  i)arrier.  The  American- 
ization leader  and  the  Americanization  teacher  mu-t  know  soniethinfr 
mf)re  than  how  to  teach  one  subject  or  another  to  immigrants.  She 
must  know   what   Americanization   really  means,  in   its  larger  as- 


PRELIMINARY   STATEMENT.  11 

pects.  She  must  know  America  and  what  America  stands  for  ami 
must  be  able  to  interpret  America  to  the  immij^rant  in  hin«]:ua«^e  that 
he  will  understand.  She  must  know,  too,  what  citizenship  really 
means — not  tiiat  citizenshij)  which  is  measured  in  terms  of  the  iiii- 
nii«rrant's  knowled^^*  of  naturalization  reiiuirements,  hut  that  citi- 
zenship wliich  is  the  expression  of  the  tinners  of  the  American  spirit 
that  the  ^ood  citizen  believes  in,  swears  by,  and  loves.  She  must 
know  how  to  conmiunicate  her  knowledj^e  in  such  a  way  that  jrood 
citizenship  will  l>e  tht-  actual  fruit  of  her  teaciiinj 


^'A- 


F.  CONTKIHUTIONS  TO  THIS  COURSE. 

The  outline,  submitted  in  the  several  chapters  that  follow,  repre- 
sents the  w(uk  of  several  people  workin<r  under  direction.  It  has 
been  th()U<:ht  best  to  «rive  a  separate  chapter  to  tiie  industrial  phase 
of  the  problem  treated  by  Miss  Wetmore.  and  another  chapter  to 
the  analysis  of  home  and  neighljorhood  teaching,  presented  by  Miss 
Winlvler  and  Mi.ss  Alsberg.  In  the  development  of  Chapter  II,  im- 
me<liately  following,  Charles  M.  llerlihy,  assistant  superintendent  of 
schools  in  Cambridge,  Mass.,  collaborated  very  effectively.  The  sec- 
tion on  immigrant  background,  in  Chapter  II,  is  the  contribution 
of  Mrs.  Charleii  D.  Kingsley,  of  Cambridge,  who  has  made  extensive 
investigations  in  tiiis  field.  These  acknowledgments  are  noted  with 
the  keenest  realization  that  without  the  cooperation  of  the  people 
named  this  coui*iJe  would  have  been  hardly  possible. 


(  hapter  II. 
THE  COl  USE   IN   DETAIL. 


PART  1.     AMEUICA.  AMERICANISM.  AMERICANIZATION. 

I.  Amoriciuii/ation  in  its  most  roinproluMisive  nieaniiif;. 

The  attitude  of  the  worker  in  Americanization — ripht  and  wronj^ 
metliods. 

licferrnveH. 

AiiuTlcn,  AiiuM-icimlsiii,  Aiiiciitiiiii/.jilioii.  l'.  S.  r.iin'Mii  of  KiluciUion. 
Bulletin. 

The  Spirit  of  .Vinerioanizatioii.  .Teiiiis.  MiniiPapolis  Cmiiik-II  of  Ameri- 
ca iiizntion. 

Coiinmiiiity  .\iiieri(ani7.atloii.  I'.iitlfr.  ("liapler  1.  V.  S.  I'miim  of  E«luca- 
tlon,     Hnliptin.  1019.  No.  70. 

Adilressos  aiul  w  ritinp.s  of  Franres  K«»lior.  ( So*'  hihllojrrnphy  In  "Ameri- 
canization."    Taihot.) 

For  other  references  on  tliis  inpic  see  comprelienslvo  bihliopraph.v  in 
"Americanization."    Talhot.    Wilson  Co.,  New  York. 

See  nlso  "  Fifteen  Points  "  below. 

TI.  Tlic  Americanization  of  i-liililtcn  in  out-  schools. 

1tefrv(  itcca. 

Amoricanisin  nt  its  Source.     McAndrew.     I^iternr.v  T>ii:est,  May  IT.  1010. 
The  Lawrence  plan   for  education   in   citizenship.     .lohn  .1.  ^lalmney  and 

H.  II.  ('hanil)erlin.     National  Security  I^njruo.     T.«'aflet  No.  1. 
Department  of  Superintendence,  N.  K.  .\..  Chlcapo,  1010.     Pr()c»xMllnp8. 

III.   .Vmericanization  and  the  schooling  of  the  a(hilt  immigrant. 

licfercnccH. 

First  steps  in  Americanization.     Mahoney  and  Ilerlihy.     Chapter  I. 
Community  .Vmericanization,     Putler.    Chapter  T. 

TV.  Wliat  is  .Vmericanism?     "Wlio  is  the  good  citizen?      (This  sug- 
jrestive  outline  for  study  and  discussion.) 
{a)   Our  religious  inheritances  and  abiding  convictions. 
{h)    America,  the  land  of  opportunity. 
(c)   The  true  meaning  of  e<iualit3'. 
{d)  The  meaning  and  the  worth  of  liljerty. 

12 


THE   COURSE   IN   DETAIL.  13 

IV.  "What  is  Americanism?     Who  is  the  ^xkI  citizen? — Continued. 
(/ )   The  Aineiican  attitude  toward  Inud  work  and  honest  hibor. 
(/)  America's  willin^aiess  to  sacrifice  for  an  ideal. 
(ff)  Ivi«^hts  and  duties,  privilejres  and  oMijiations. 
(/<)   Tlie  good  citizen's  belief  in  obedience  to  law. 
(/)  His  adherence  to  the  principles  of  majority  ride. 
(j)  His  acceptance  of  the  repiesentative   form  of  ffoverimient, 

with  all  that  it  ini|)lies. 
(A)  Public  oflice  a  public  trust. 

(/)  Americanism  and  Internationalism — the  true  relationship. 
(vi)  American  democracy — its  promise  and  its  ])erils: 

(1)  rolitical  democracy — "a  jrovernment  of  the  i)eople.  by 

the  people,  for  the  people." 

(2)  Social  denuK'racy — "a  man's  a  man  for  a'  that." 
(8)  Industrial  democ-racy — "the  s(|uare  deal  all  round.*" 

(/<)  Manifestations  of  un American  America. 

(o)  How  shall  we  teach  Aniericanism  and  citizenshiii? 

/References. 

Auiericanisin   Conference,   Washington,   I).   ('.     l'n>c«HMlin«s.     pp.   l:iG-128. 

Americanisms.     Angelo  I'atri.     hi  Ut*<l  Cross  Ma;razine.  .Tuly.  UHO. 

Fear  tJod  and  take  your  own  part.     Roosevelt.     I>oran  f'o. 

The  democracy  of  tomorrow.  Howe.  In  I'rivilefres  and  democracy  in 
America.     Scrlbner. 

The  land  where  hate  shouhl  die.  McCarthy.  In  Heart  sonps  and  home 
songs.     Little,  IJrown  &  Co. 

The  spirit  of  democracy.     Powell.     Rand,  McNally  vV:  Co. 

Americanism.     Talbot,     pp.  l-CO. 

The  fundamentals  of  citizenship.  National  Catholic  War  Council,  Wash- 
ington, D.  C. 

A  student  in  arms.     Hankey.     Chapters  2  and  4. 

The  Americian's  creed.     Tyler. 

Americanism  and  Americanization.  Selections  from  the  writings  of  Theo- 
dore Roosevelt.  (Carnegie  Library  of  I'ittsburgh.  Monthly  Hulletin. 
Feb.,  1919.     pp.  81-86.) 

The  American  spirit.  Addrcs.ses  in  war  time.  Lane.  I^ederick  \. 
Stokes  Co. 

FIFTEEN    POINTS    FOR    WORKERS    IN    AMERICANIZATION. 

A  Si'GCJKSTivK  Summary. 

Note. — Thi.s  summary  is  entered  here  for  the  purpo.se  of  o:ivin«r 
the  .student  a  few  preliminary  principles  and  points  of  view.  More 
li«:ht  will  be  thrown  upon  them  as  the  course  develops. 

(1)  Americanization — to  pive  the  term  its  most  comprehensive 
meaninjr — is  the  business  of  makinjr  «rood  American  citizens,  the  busi- 
ness of  acquaintin*r  everyone  who  iidiabits  American  soil  with  both 
physical   and  sj)iritual   America,  to  the  end  that  this  acciiuiintance 


14  TRAINING    TEACHERS   FOR    AMERICANIZATION. 

may  result  in  a  stunly  loyalty  to  American  institutions  and  Ameri- 
can itleals,  aixl  the  habit  of  livinjj  the  life  of  the  <roo(l  American  citi- 
zen. Keally  to  Ameriianize  America,  we  must  reach  the  mitive  born 
and  the  injini;rrant,  the  adidt  and  the  chihl  in  school:  and  incident- 
ally, our  task  of  Aniericanizinir  the  newcomer  will  lie  rendeivd  com- 
|»:iratively  easy  if  we  can  but  succeed  tirst  in  Americanizing  our- 
selves. 

(•J)  To  ncconii)lisli  this  end.  we  must  come  to  a  new  realization  of 
what  Americanism  ically  is.  of  the  thin«rs  that  the  <rood  citizen  l)e- 
lieves  in,  swears  by,  and  loves.  And  thesi'  thinpi  must  l>e  analyzed 
and  interpreted  in  terms  tliat  touch  the  life  of  the  uvera*;e  man. 
\N'hat  is  demo<Tacv'^  \\'hat  are  our  American  ide^is.  iileals,  aspira- 
tions, principles  of  povenmient.  and  abiding;  l)eliefs^  We  must  know 
these.  And  further.  We  mu.st  lind  out  how  t<J  teach  them  so  that  this 
t(>achin<j  may  Hnd  expression  in  rijrht  conduct.  Here  is  a  task  we 
nuist  face  an<l  do,  if  our  American  democracy  is  to  endure. 

('•))  The  Americanization  of  the  imniifrrant  has  Invn  thotijjht  of 
•renerallv  as  a  niattei*  of  schoolini^  alone.  It  is  much  more  than  this. 
The  immi<rrant  is  becoming  either  Americanized  or  anarchized  by 
every  experience  which  he  underj^oes,  every  condition  to  which  he 
is  subjected.  Americanization  is  in  a  measure  the  prol)lem  <»f  the 
school.  Tint  it  is  aho  a  matter  of  prevention  of  exploitation,  of  pood 
housing,  of  clean  milk  for  babies,  of  adecjuate  wa<res,  of  s;itisfactory 
industrial  conditions,  of  the  spirit  of  nei*rhlM)rliness  Wtween  Ameri- 
cans, old  and  new.  Ever^-thinj;  that  touches  the  immigrant's  life  is 
an  instruiupntality  for  his  Ameriianization  f)r  the  reverse.  Hence 
the  need  for  the  entire  community  thioui^h  all  its  or«ranized  af^encies 
to  take  a  hand  in  the  induction  of  our  late  arrivals  into  the  corporate 
life  of  America. 

(4)  The  Americanism  to  \ye  taupht  is  not  a  static  Americanism, 
belon«rinir  exclusively  to  the  native  born.  America  and  the  .Vmeri- 
i-an  spirit  are  dynamic,  ever-chan^inp  concepts.  It  is  not  solely  the 
Americanism  of  the  Puritan  that  we  would  teach.  It  is  that  plus 
tlie  precituis  contributicms  that  have  come,  and  are  coming,  and  will 
come  to  us  throu<rli  the  spiritual  heritaires  of  the  many  races  that 
.seek  our  shores.  The  process  of  Americanization  is  a  reciprocal  one. 
We  irive — but  we  receive  as  well. 

The  successful  worker  in  Americanization  is  the  one  who  ap- 
l>roaches  his  task  with  a  healthy  fe<>lin*r  of  respect  for  the  immi- 
CTant.  and  with  some  humility  of  siiirit. 

(5)  Americanism  can  not  be  imposed  from  without.  .Vmericaniza- 
tion  is  best  hnndle<i  when  the  immi«rrant  Ixn^omes  assimilated  throu^jh 
his  own  efforts  and  through  his  own  lively  desire.  The  community 
shotdd  aim  to  make  American  citizenship  n  iroal  to  W  prized,  and 
should  facilitate  in  every  possible  way  the  process  of  acquiring;  it. 


THE   COURSE   IN   DETAIL.  15 

It  follows  that  all  sciiomes  for  compuhory  Americanization  must  fail. 
It  ill  becomes  the  American  people,  wiio  have  loni;  neglected  the 
immi«;rant.  to  turn  to  coercion  without  first  exhausting  every  en- 
coura<;in^  means. 

(C)  Americanization  does  not  imply  that  the  imiui^'rant  mu.st  give 
up  his  ciierisiietl  spiritual  herita^'es.  His  lan^Miage,  his  religion,  his 
social  cu.^toins  he  may  retain,  and  yet  beconu-  a  good  American. 
Americanization  is  a  giving,  not  a  taking  away.  The  wi.^e  worker 
in  Americanization  will  atihere  to  the  policy  "  llamls  olF;" 

(7)  The  teaching  of  a  foreign  language  to  school  chilthen  and  the 
conducting  of  foreign  language  newspapers  are  matters  tiiat  should 
be  handled  with  common  sense.  The  Great  War  has  made  a  great 
many  people  hystcriciil.  The  Americunizer,  of  all  people,  needs  to 
remain  sane. 

(s)  Hlanket  .statements  about  the  immigrant  are  unsafe  and  mis- 
leading. There  is  no  immigrant.  There  are  immigrants  and  im- 
migrants, of  every  nationality,  and  of  every  degree  of  rej)ute,  ju.st 
as  in  the  ca.se  of  native  l»oin.  Does  the  immigrant  lend  him.self 
readily  to  the  Americanization  process?  Some  nationalities  do; 
some  are  not  so  receptive.  Is  the  immigrant  a  menace?  There  are 
undesiiabies  among  our  newcomers,  as  among  our  native  born. 
There  are  also  the  chosen  from  many  lands.  Individuals  diller,  and 
races  dilTer  also.  The  person  who  Avould  deal  with  immigrants  must 
know  racial  l)ackgrounds  and  characteristics.  Tlie.se  diiler.  There 
is  no  magic  process  that  can  be  applied  to  all  national  groups  with 
any  a.ssurance  of  the  same  result.  The  approach  to  any  group  must 
l>e  based  upon  the  psychology  of  the  folk,  their  customs,  beliefs,  and 
apperceptive  bases.  One  can  not  gain  the  confidence  of  and  help 
tho.se  whom  he  does  not  know,  and  those  in  whom  he  does  not  believe. 

(9)  Five  things  are  necessary  to  make  effective  the  great  Ameri- 
canization movement  that  is  sweeping  the  country  to-day:  {(t)  The 
vital  interest  antl  suj)port  of  the  public;  {h)  authoritative  leader- 
ship; (c)  an  intelligent  coordination  of  Avorking  agencies  under 
public  direction;  {d)   good  teachers;  {e)  adequate  i)ublic  funds. 

The  Americanization  of  the  immigrant  has  failed  up  to  date  be- 
cau.se  we  have  lacked  all  of  these. 

(10)  The  schooling  of  the  immigrant  is  a  public  function,  and 
should  be  carried  on  under  the  supervision  of  public  educational 
authorities  whether  in  evening,  neighborhood,  or  industrial  classes. 
To  accomplish  this  task  properly,  however,  public  educational  au- 
thorities nuKst  appreciate  that  the  schooling  of  the  immigrant  is  no 
"side  show,"  to  be  conducted  as  before  the  CJreat  War,  when  any(me 
could  teach,  and  when  almost  anycme  did.  It  is  a  highly  specialized 
l)iece  of  work,  and  must  be  handled  accordingly. 


16  TRAINING   TEACHERS   FOR   AMERICANIZATION. 

(11)  Ajjencies  other  tlian  the  puhlic  schools  shoiihl  l>e  encoura<je<l 
to  cooperate  in  the  whoolinj:  of  the  iniini<rraiit.  lii<lnstrv  hjis  an 
obli«;ation.  aiul  classes  in  inihistrv  may  well  find  place.  St>,  too,  with 
home  ami  niothei-s'  classes,  whether  comluctetl  in  a  school,  the  quar- 
ters of  a  bcniipuhlic  apency,  or  in  the  home  itself.  lint  in  so  far  as 
can  be  broiiL'ht  abont,  the  respoiusibility  for  the  «reneral  policy  and 
the  character  of  the  teachiiiir  in  those  classes  should  Ik'  lo<l«Ted  in  the 
public  s<h(K)Is. 

( 1*J)  ("«K>{)eratin<;  ;i;rencies  shotdd  work  with  the  i«lea  of  carrying 
out  thoKC  special  functions  which  they  are  Ix'st  e<|uipj>e<l  to  han«lle. 
Self-adverti.st^ment  and  an  unwillin«rncss  to  coof)erate  have  too  tiften 
conspired  to  do  more  harm  than  pood  in  Americanization  schemes. 

(13)  The  teachin<r  of  Enirlish  is  the  first  .step  in  Americanization. 
The  public  must  come  to  reali/.e  that  this  is  (»ne  of  the  most  diflicidt 
pieces  of  work  that  any  teacher  is  called  upon  to  do.  The  public 
must  make  it  possible  to  secure  for  this  work  teachers  who  are 
adtNjuat^ly  traineil.  ^^  e  have  only  l>epun  to  break  «rroun<l  in  this 
field. 

( 14)  After  the  teaching  of  Enplish.  comes  education  in  citizenship. 
This  is  very  poorly  handled  to-day.  If  we  are  poinjr  to  make  fr(xwl 
American  citizens  out  of  the  millions  who  are  with  us  but  not  of  us. 
it  is  hiirh  time  that  the  whole  machinery  designed  to  brinjr  this  to 
pass  be  thoroughly  ins|)e<"ted  and  overhauled. 

(15)  In  the  final  analysis  the  major  part  of  the  burden  of  Ameri- 
canizing the  inimiirrnnt  iTsts  on  the  shoulders  of  the  teacher.  Her 
task  is  a  mcaniiiL'ful  one,  and  she  shoidd  approach  it  as  one  who 
enpajres  not  for  hire.  She  must  l>e  an  American  bK»  j>er  cent  pure. 
She  must  l)e  sane,  and  sympathetic,  and  able  to  see  thinps  whole. 
She  must  l)e  ready  to  pive  and  pive,  and  reckon  not  the  return.  Hut 
the  return  will  come,  if  she  remembers — as  she  must  renieml)er — that 
she  may  not  pive  over  pivinp. 

MURK  EXTENDED   KEFEKEN(  ES  IN   AMKKK  ANISM   AND  CITIZE.NSHIP. 

I.  Books  written  for  children  in  elementary  jind  in  hi«rh  schools. 

T  am  Jiti  .Vnierfcnn.     Hr.vnnt.     Ilnu^rliton  MKlliti  C«>.     (Sultahle  for  iise  with 

jhIuU  linniijmints. ) 
My  country.     Turkii;;rtnn.     Ciiin  A:  <"...      i  \  -i.i. mli.)  fi.\t  f.n-  ii^.-  witii  :i.l- 

vancpfl  a«lult  imniitrrunt.H.) 
The  liberty  ri>ud«>r.     Sheridan.     SunlHirn.     <  Ai>  iiis{iiriu;;  text  fur  us«'  with 

nflv»ii<e<l  adult  Iniini;:r!Uit«i. ) 
Tlie  patriotic  reader.     Peiiiis.     I{ou?iit<iii  Mifflin  Co. 
Yon  nr»»  the  hope  of  the  world.     Haspdorn.     Mamdilan. 
Stories  of  patriotism.     I>eniniinc  jind  IWud^.     Houghton  Mifliin  Co. 
I.,«««t  we  forjjet.     Tlionipson.     Silver.  Burdett  &  Co. 
Tlir  man  witliout  a  cinuitry.     Hale. 
Poein.s  of  .\nierican  historj*.     Stevenson.     Houghton  MifTlin  Co. 


THE   COURSE    IN    DETAIL.  17 

I.  Books  written  f(»r  ihiklnn  in  elementary  and  in  higli  schools. — 
Continued. 

M»'ssa;,'e  u»  (Jurclu.     Hiililmnl. 

Hen>et»  uf  »*ver.vduy  life.     C<>e.     Glnn  A:  To. 

Tlie  "iiiiiit  of  tltMinKTiK  y.     I'owcll.      Uaml.  McNally  &  <'(i. 

Tla-  Aiiu-riraii  spirit  ol  tleuimrafy.     MIIKt.     Wcirld  Hook  Co. 

Uli\  lufs  of  a  Ue«l  Cross  man.     Service. 

X«>TE. — Practically  all  of  the  fore<roin«j  texts  are  snital)le  for 
use  with  ailxanceil  classes  of  adult  imniiirrants.  Thev  all  set 
forth  the  ideals  and  principles  of  Aniericanisni  and  citizenship 
liereinhefore  noted.  It  need  hardly  be  .said  that  thev  should  not 
Ih?  read  in  class  from  l)e«rinnin<r  to  end.  The  wise  teacher  will 
make  purposeful  selections  in  each.  Many  of  the  selections  that 
mijrht  not  he  rend  l>v  the  cliild  or  the  adult  inimi«rraiit  with  profit 
nii«:li(  wi'li  l»e  read  to  the  class  by  the  teacher. 

II.  Hooks  suitable  for  students  in  this  course.     (Not  intended  for  use 

with  inunijirants.) 

DeiiKXTai  y.     ( Iii'eiilaw. 

AiuericHti  uleal.s.     Forster  and  IMer.si)u. 

DeiiuKTucy  t«>-il»y.     Gau.<i8. 

Liberty,    i>oai«-e,    aii<l    justice.      (Uiversklo    literature    series.)      Hnu^rhtou 

Mitfliu  C«.. 
The  |iroiiiise<l  laiul.     -\iitln. 
The  inukiii^  of  an  Aiuerican.     lUl.s. 
The  Kreut  tradition.     (Jrcenlaw  and  Hanford. 
See  aiao  bihIioKrapliy   in   "Ainericanization."     Talbot. 

PART  2.     ORGANIZ.VTION  OF  AMERICANIZATION  ACTIVITIES. 

AMERICANIZATION  THROUGH  THE  PUBLIC  SCHOOL. 

I.  How  to  pet  attendance. 

(a)  By  mea^^^  of  widespread  publicity. 

Note. — Unsatisfactory  attendance  in  the  past  has  l)een  due 
larjrely  to  the  iiuliliereiue  of  the  public  and  poor  •"salesmanship" 
on  the  part  of  school  authorities. 

(b)  Suggestive  tj^>es  of  publicity: 

(1)  The  American  news[)ai)er — chief  function  to  stimulate 
the  interest  of  the  native  born. 

Referiitccs. 

Newspjiper  articles  Issued  by  tiic  .VnnTicauization  Coniuiittee  of  Akron, 
Ohio;  Lawrence.  Ma.ss. ;  Toledtt.  Ohio;  Los  .\n>reles,  Calif.;  Chkajro,  111.; 
and  other  places. 

(2)  Immijriiints"'  newspajxTs:  (a)  Daily  or  weekly  news- 
papers available  in  every  lan<rua<^e;  {h)  utilize  coop- 
erative spirit  of  the  publishers;  (t)  make  publicity 
material  attractive. 

2.'584''— 20 ."i 


18  TRAINING   TEACHERS   FOR   AMERICANIZATION. 

I.  How  to  get  atleiulance — Contiimed. 

liefercncca. 

Aiiiii  ii  Miiization  ((inforoncc,  Washington,  D.  C...  l'r<)<i-((liui:s.  pp. 
2«»1»-1.'14.  L'liltttl  Stiitf.-*  Iluri'nu  <»f  Ivlu<atl<>ii.  IMvision  «»f  Iiiiinlirnint 
Kducatloii.     Bullt'tin,  lUlll. 

First  Mteiw  In  Ainrriniiiizatiun.     Chapter  II. 

(3)  Motion  picture  theaters:  Use  in  format  ional  slides  in 
the  vernacuhir  if  j)ossihU\ 

References. 
Aiiioricanization.     Royal   Pixon. 

(4)  The    <  lerjxy :    ('/)    Active    cooperation    invahiable;    (/>) 

importance  of  a  prop«'r  uiulerstandig  at  tlie  outset. 

Itefcrrnrrs. 
New  Hampshire  rotincll  «»f  Pefence.  191S.     .Vnierlcanlzjitlon  bulletins. 

First  Steps  ill  AnuTicanization.     Chapter  II. 

('))  Posters  and  leaflets  in  Knjilish  and  in  the  vernacnlar  of 
the  immigrants. 

ReferrnecM. 

Messapes    in    Americanism.     Pntri.     Delaware    AmericanlzJitlon 

Committee.  1918. 
Americanizinp  a  cit.v.     I)etr»»ii  l'>i>:iitl  <>r  Coiumcuv  Itcpoit.  l'.»l(). 
D»weli,  Mass..  ChanilH-r  of  Conuiierce.     Lcallcts,  lltl".». 
Lawrence.    Mass..    Americanization    Committee.     leaflets.    1918. 

(G)  Day-school  ptipils.  (a)  IIow  to  enlist  their  interest: 
(I)  Americanization  cluhs:  (2)  competition  between 
classes  and  schools:  i-^)  oflicial  recognition  of  sncces.sfiil 
work. 

(7)  Day-school  teachers:  (a)  The  kindergartner  as  a  factor 
in  organization  of  classes  for  women. 

Referenrr. 

p-lrst    steps   ill    .\mericaiiizati<>ii,   pp.    15-29. 

II.  IIow  to  hold  attendance. 

(a)   Speedy  class  organization.     (See    Part   ■\.) 

(ft)   Sound  teaching  methods  which  assure  knowledge  of  steady 

progress  for  pupils.     (See  p.  '^.) 
(c)   8o<ialize<l  school  environment.     (See  p.  '^.) 
(fl)    Right   adaptation  of  the  program  of  school   work  t«):    (1) 

Interests  and  needs  of  pupils. 


THE   COURSE   IK    DETAIL.  19 

ITT.  Organization  of  factory  classes. 

(a)    Securiii«;  tooperatioii  of  employers. 

(Z/)    »*^ecuiing  (.oopemtiini  of  fort'iiii'ii. 

{(•)   l\eco»;nition  l»y  oniployiT  of  school  ;ittt'ii<l:mce. 

(d)  The  several  stheiiu'.s  for  io(jpeiutit>ii  iKtweiii  s<'hooL3  an«l 
factories. 

Hi  / (  II  III  I  ». 

See  Chapter  III. 

See  jmrt  .%  of  this  course. 

.\iiieriaini7.atiou   (\infereiui'.   WaKhliiert<»n,  D.  C,  proceedlngB. 

N»'\v   Iluinp.shiro   Siati-   Hoiird   <»f   I'Mixatinii,   n-pori   on    Imlusirial   Auiiii- 

oiiiix-alioii,  ISMS. 
N'fW  York  State  IX'iHirtiiM'iit   of  }->luc-utiuii,   iv|M>rt8  of  Division  of  liuiai- 

prant  1-Mucutioii,  I9I8. 
Tlu'  o|M'ratioii  oT  liiciory   chis.vies   in   Akii>n,   (iJiin.     Aimin  uni/.iiimn   roni- 

iiiilitv.     lUilh-Un. 
The  oiKTutlon  of  factory  chis.s«'s  at  the  AnnTican  Iluhher  Co.,  Cainbrl«lt;e, 

Mass.      (Write  for  inforiiuition.) 
The    ojn'raiion    nf    factory    clashes    at    the    Ford    Motor    Co.      (Write    fttr 

iiiforniatiou. ) 
See  also  "  Iialustrial  Ainericauizatlon  "  in  inoutlily  bulletin,  "Auiericani- 

zatiun  "  Lssued  by  U.  S.  Bureau  of  I-^ucatioii, 
Tlie  Solvay  pmct-ss.     C.  H.  Taull. 

IV.  The  organization  of  si>eoial  classes  for  women. 
{<i)   School  classes. 
(6)   Home  and  neigh borliootl  classes. 

N(tTK. — The  home  en\  iroiiment  of  tlie.se  agencies  is  especially 
conducive  to  successful  work.  The  teaching,  whenever  possible, 
should  be  done  by  a  trained  teacher  under  supervision  of  the 
public  school  authorities. 

(e)  Factory  classes  for  women. 

RefereHces. 

See  special  ctiapter  in  this  cuur.se. 

Aniericanizint;  our  new   women  citizens.     In   Life  and  Labor,   May,  IftlS. 

.\nieri«anizatinii    of   alien    women.     In    Humanitarian,    Au^rust.    liUS. 

.\m«*ricanization  aims  of  Council  of  Jewish  Women,  New  Vorli  City.  Bul- 
letin, May,  IIMS. 

California  Stalt'  Couuubisiuu  of  luuuiicration  and  liouisiug.  Reiwrts. 
1918,  VJVJ. 

What  wonu-n's  clubs  can  do.  Feileratltm  of  Women's  Clubs,  .March,  lidii. 
Hnlleiin. 

TeMchlnj:  Kn>;li8b  to  adult  women.     Jn  Survey,  March  15,  V.iVJ. 

The  Am<'rJ<-Mnization  of  women.  Franc»*M  Kellor.  L'uited  Stiites  Chamber 
of  C«ujiiier<e,  New  Yorit  City.     Jlullciin. 

Women's  .Municipal  League  of  Hoslon.     HulleUu  for  IDlfl. 

See  references  to  this  topic  in  part  5. 


20  TRAINING   TEACHERS    FOR    AMERICANIZATION. 

AMERICANIZATION   THROl(;H   tOMMlNlTY   AGENCIES. 

I.  Activities  of  iinmijrrant  jrroups. 

(a)  Self-organized  racial  «rn)ii|)s  in  tlicir  duhs,  fraternal  so- 
cieties, etc. 

(6)  School  authorities  to  j)ro\  ide  teachers  ami  teaching  ma- 
terial. 

References. 

Opeek-.Vinerlcan  Review,  April.  191 S. 
.\uiorl«'!iiii74itlon  Conferem-e  rrcK-e^Hllnps,  pnfrea  285-293. 

II.  C^)^umInity  centers. 

(o)   Americanization  committees  to  arran«re  for — 

(1)  Puhlic  ineetinirs  at  which  ohl  ami  new  .Vmericans  may 
commin<;:le. 

(2)  IjiM'tures  on  Americanism  and  its  interpretations  for 
the  immigri'sint. 

(3)  Special  nationality  programs  for  demonstrations  of 
racial  customs  in  song  and  dance  as  conducted  in  the 
home  land. 

(4)  Special  nationality  clubs  as  supplementary  adjuncts  to 
the  school  work. 

(5)  Cosmopolitan  councils  in  which  representatives  of  dif- 
ferent nationalities  have  an  opportunity  for  working 
together  along  such  lines  as  "civic  betterment,"  etc. 

References. 

A  ooniniunlty  center.  Jackson.  United  States  Bureau  of  Education.  Bul- 
letin. 191S.  No.  n. 

The  Americanization  of  Hungarians.  Jn  Americanization  Bulletin,  Octo- 
t)er  5,  1918. 

Americanization  C!onference.  Washington,  D.  C,  Proceedings.  Pages 
77-,S0. 

A  tentative  program  for  community  centers.  Chicago  Board  of  Education, 
Januarj-,  1919. 

III.  Community  singing — pageantry — public  celebrations. 

(a)  Public  meetings  for  "new  citizens/'  Annual  public  recep- 
tion and  welcome  to  citizens  newly  naturalized. 

(b)  Special  holiday  programs.  Patriotic  holiday  celebrations 
with  references  to  the  part  which  has  been  played  by  the 
immigrant  in  the  development  of  our  national  life. 

(r)  Xeighliorhood  meetings,  motion-picture  entertainments,  pa- 
triotic addresses,  etc.,  as  part  of  a  civic  program  to  arouse 
the  interests  of  the  foreign  born  in  Americanization. 


THE   COURSE   IN   DETAIL.  21 

III.  Connniinity  singing — Pageantr}' — Public  celebrations — Con. 

Itcferences. 

The  connminity  <lninia  n-*  nii  .\iii*'rleanizlii;;  force.    MacKay.    In  .\nierlcan 

City.  S«'pt»-iulMr,  1918. 
AiiKTiraiilziiiiitii  roiifi'rtMKv,  Washlngtou.  I).  C.     Proceed ings,  pp.  3U9-318. 

IW   Right  hou.sing  conditions  for  immigrant  settlements. 
(</)   The  critical  importance  of  gooil  housing. 
(b)   Campaign  to  interest  the  pul)lic  in  the  unsatisfactory  hous- 
ing conditions  of  the  immigrant. 

Itcfcrincc«. 

C'ominissltiii  of  liiuni^nilioti  nixl  UmisiiiK,  ('aliforiiia.    Publications. 
.Viiierirani/.aiioii  Conference,  Washington,  I>.  t".     Proceedings,  pp.  ;^2*>-3,15. 

V.  The  public  library. 

((/)    A(l\erti.siiig  the  binary  througii   foreign-language  leaflets. 

(b)  Organizing  lii)rary  visits. 

(c)  The  value  of  simple  reading  material  in  the  vernacular. 

i?c/cretice«. 

Anierieanizatlon,  Boston  Public  Library.     Bulletin. 
,\niericanization  of  foreifniers.     Maine  Public  Library.     Bulletin. 
The  Library  .lournal,  (Ktobrr.  lUlS,  and  .\pril.  1919. 
!kltt.*v««ichuseit.s  Frt-e  Public  Library  ('onunis.sion.     Heixjrts,  1918-1919. 
.\nierican  Library  Association.     Keport.s,  1918-1919. 

VI.  Public  health  nurse. 

(d)  Opportunities  for  training  the  immigrant  to  an  apprecia- 
tion of  gootl  health  standards. 

(b)  The  nui^se's  strategic  i)osition  in  Americanization  work. 

Reference. 
Americanization  Conference,  Washington,  D.  C.    Proceedings,  pp.  381-384. 

All.  Prevention  of  exploitation. 

(a)  Exploitation  the  cause  of  most  serious  misunderstandings 
of  America. 

(b)  Provision  for  legal  protection  and  advice  by  State  and  local 
agencies. 

(c)  Opportunities  in  school  classes  with  advanced  pupils  to  pre- 
sent the  fundamental  rights  of  a  citizen  in  a  democracy. 

References. 

Massat<hus«^tts  Coiniiiission  on  Innni;rrali<>M.     Report,  1914. 
Massachusetts  Bureau  of  luiinl^ration.     Report,  1918. 
.\ni«'ricaiuzutlon  C<»nference,  Washington,  D.  C.    Procet»<llngs.  pp.  200-277. 
Immigration  and  labor  supply.  Leschovler.  In  Atlantic  Monthly.  April,  1919. 


22  TRAINING   TKACHERS   FOR    AMKRICANIZATION. 

\'III.  Coonlinatinjj  the  work  of  pnl>lic  ami  private*  aurncies. 

References. 

Th»*    F>«lPral-StMt»»    progniin.      Ma-s.    Sinii'    Rmtril    <if    Kilii<!iiii>ii       I»(|Miit- 

UM'iit  of  I'nlveralty  Kxtt>nsi4Hi. 
Se«»  als<»  '■  Flftt'ou  rolnt«  "  In  thU  <-<>urs«'. 

X(YrF.. — The  subject  matter  suppesteti  in  this  section  is  very 
adeqiiatoly  covered  in  the  volume  just  issued  l)y  the  I'nited  States 
liureau  of  Education,  entitled  "('cimnuinity  An>ericani/.ati<»n,*' 
by  I'.  C\  Hutler,  Kedeial  Director  of  Ainerii  ani/ation.  This 
pami)hlet  is  reiummended  as  a  basic  text  for  part  li. 

TART  ;{.     INTRODUCTION. 

Tart  ''\  is  intended  specilically  for  the  ehissrooni  teacher.  Tlie  idea 
is  to  set  beft)re  her  the  aims,  content.  uietho<ls,  and  devices  in  the 
teaching  of  immi<rrants.  Obviously  no  attempt  to  do  this  can  be 
really  worth  while  unless  the  lectures  or  conferences  suppestetl  by  the 
material  that  follows  be  accompanied  by  observation  work,  or 
practice  teachinp,  or  both.  It  is  recommen(l«'d  that  wherever  po.ssible 
the  teacher-training  course  include  provision  for  these  activities. 
The  lectures  and  conferences  may  then  l)e  based  largely  on  data 
•rathered  from  actual  classroom  situations. 

Observation  shouM  always  be  purposeful.  "With  the  idea  of 
making  it  so,  the  following  points  are  presented.  Students  who  visit 
for  observation  should  be  asked  to  reix)rt  Avhat  they  see  and  hear, 
using  some  such  outline  as  the  following: 

I.  Attitude  of  class: 

(</)   Are  the  students  busy  or  only  attentive? 
(/>)   Is  the  spirit  of  the  class  alert  and  interested  in  learning? 
(c)   Do  the  students  evidence  a  feeling  of  pleasant  satisfaction? 
{(i)   Is  there  a   friendly  feeling  of  cooi>erative  elfort   l»etween 

teacher  and  students? 
('  )    Is  there  an  atmosphere  of  equality  and  neighl>orliness? 

II.  C'lassr(K»m  e<jnipment: 

((/)    Is  the  furniture  comfortable? 

(6)   Are  the  lighting,  heating,  and  ventilation  conditions  satis- 
factory ? 

(c)  Is  the  blackboard  space  adequate? 

(d)  Are  the  pictures,  signs,  bulletin  l)oards,  etc.,  interesting  and 
inspiring? 

(e)  Are  the  textbooks  adapted  to  the  needs  and  abilities  of  the 
students? 


THE   COURSE   IN   DETAIL.  23 

111.  Conversation  work: 

(a)  Which  f<jnns  of  the  direct  method  are  used? 

(b)  Is  the  choice  of  lesson  material  of  interest  to  the  students? 

(c)  Does  the  teacher  succeed  in  <rcttinjr  the  students  to  talk^ 

(d)  How  much  attention  is  paid  to  correct  Enj^lish  pronuncia- 
tion^ 

{e)  Docs  the  theme  development  procccil  naturally? 

(/)  How  many  nt'W  words  arc  hcin^  tau<;ht  i 

{(/)  Is  the  drill  work  sullicient  and  interesting? 
1\'.  Jveadin^': 

(a)  Is  the  text  adapted  to  the  ahilitics  of  the  students? 

{h)  How  nuich  silenl  reading  is  re<|uired^ 

(r)  Do  the  students  read  to  the  class  { 

(</)  Does  the  teacher  read  to  the  students^ 

{(•)  Is  the  reading'  period  too  Ioiil'  or  too  short? 

V.  Writinjr. 

(a)  Does  the  leather  teach  penmanship  as  such? 

(/>)    Have  the  students  ri^dit  models  for  practice  work? 
(c)   Is  the  period  too  long  or  too  short? 

VI.  History,  civics,  arithmetic. 

(«)   Is  the  lesson  material  selected  with  reference  to  the  abilities 

and  needs  of  the  class? 
{b)   Is  a  correlation  maile  between  the  lesson  material  and  the 

daily  expciicnces  and  interests  of  the  students^ 
(r)   Is  the  work  in  KuLdish  neglected  for  these  subjects? 
{(i)   Do  the  students  (piestion  about  the  dilliculties  in  the  lesson? 

(e)  What  references  are  made  by  the  teacher  to  the  immigrant's 
backgrountl  ? 

THE  TEACHING  PROBLEM  IX  AMERICANIZATION. 

I.  Classification  of  students. 

{a)  Suggested  division:  (1)  Beginners:  (2)  intermediates;  (3) 
advanced. 

(b)  Basis  for  this  division  in  terms  of  ability  to  speak  English, 
to  read  English,  and  to  write  English. 

(c)  Other  factors  in  classification:  (1)  The  factor  of  race;  (2) 
the  factor  of  sex:  (3)  the  factor  of  literacy  or  illiteracy  in 
native  language. 

{d)  Suggestions  as  to  the  application  of  the  above  to  concrete 
situations:  (1)  Cautions  as  to  the  limits  of  their  application; 
(2)  the  right  attitude  toward  the  immigrant's  preferences 
an<l  prejudices. 

(e)  The  necessity  for  flexibility  in  grading. 


24  TR.UXIXr.    TEACHERS   FOR    AMERICANIZATION. 

I.  Classification  of  students — Continued. 

Rrfrrmrm. 

Hiuv  ii>  touch  Kiitclislt  to  ftM-t'lKners.     CithlluTpT.     I'p.  J."),  lit*. 

First  .st«'|»«  '"  Aim'riciinFriitfon.     )ra?inni>.v  am!  II»»rIlh.v.     Chapter  H. 

>f;iss.  Botirrl  of  KilncntJon.     I>»*pnrtuiont  of  f'nlTprslty  KxtPnjdon.     Tcaoh- 

t*r's  liiiiiiU">«'t<.     I'p'    '.  •"• 
Tl>»'  tcarliiug  of  Knplish  to  th*?  ron?i{jii  iM.ni.     <  ;..li!li»T_fr.      1      s    I".iii»mii  nf 

Hilunition.     IlulUHhi.  li>lU,  No.  80. 

II.  Aims  (l)(';;iiin(M*'s  (lassos)  : 

{n)  To  teach  the  students  to  talk,  to  read,  and  to  write  En«;lisii : 
(1)   Kelativi'  importance  of  these  thn>e  phases  of  iikstrvution. 
{h)   More  specilicall\  : 

(1)  To  teach  students  how  to  talk  in  simple  sentences  about 
their  daily  experiences. 

(2)  To  teach  students  how  to  read  and  understand  English 
that  is  simple  and  practical  in  content. 

(3)  To  teach  students  how  to  write  the  simplest  facts  of 
identification  ai>d  [xMsonal  history. 

(4)  'JO  make  a  l>e<rinnin<r  in  teachinj^  Americanism, 
(c)    Lesson  material  as  related  to  the  above  aims: 

(1)  Does  the  content  of  the  conversation  lesson  appeal  to 
the  student's  interests  and  provide  him  with  si>ecific 
help  for  his  daily  conversation? 

(2)  Does  the  lesson  material  in  readin<^  and  writin":  satisfy 
his  immediate  needs  as  an  adult  who  learns  Enjxlish  for 
practical  i)urposes? 

References. 

How  to  tench  EiiglLsh  tu  furei^piers.     Goldl»eri;er,  p.  17. 
First  steps  in  .Vniericatiization.     Mahoney  nn<l  Ilorllhy,  Chapters  2  ami  '\. 
A  course  of  study  and  syllabus  for  teacliin)?  English  to  non-En^ish-spenlc- 
iuj;  uilults.     (k>ldl>er^er  and  Browiu 

III.  .Vims  (intermediate  class). 

(a)   To  teach  students  liow  to  talk  correctly  about  a  wider  raiijie 

of  subjects  than  those  in  the  class  for  l)e<rinners. 
(h)  To  teach  them  how  to  read  simple  En<j;lish  on  a  variety  of 

subjects  touching  on  everyday  c.xjHTience.s. 
(c)  To  teach  them  how  to  spell  common  words. 
{d)   To  teach  them  liow  to  write  a  sim}>le  letter,  i^rsonal  or  bu-i- 

ness. 
(<•)  To  furnish  an  elementary  knowleilj^e  of  .Vmerioin  history 

and  citi/.en.shiii  and  the  fuinlaiiiental  standards  of  healthfnl 

living  in  .\merican  communities. 
(/)   To  inculcate  Americanism,  in  terms  of  attituiles,  habits,  and 

abiding  convictions.     (Seep.  1.) 


THE   COURSE   IN   DETAIL.  25 

ITT.  Aims  (internuMliate  tla.s.s) — Continued. 

RefcrcnccK. 

First  »ieiJB  In  Amerirnnlzalion.    M«lio«ey  aud  Herilliy.    rha|i«ers  3  and  4. 
Course  of  Ktudy  ami  t^^llabus.     t!oldbt'r;a.*r  awl  I?ro\vii.     jt|>.  :M,  Xi,  3r>. 

IV.  Aims   (atlvuiictMl  class). 

{(t)  To  eni'ourap'  sttulents  to  five  expres-^inn  of  ujtiiiioii  on  sub- 
jects of  vital  interest. 

(h)  To  eliminate  as  far  as  possible  common  jrranimatical  errors 
from  the  students*  speech  and  writing':  (1 )  Tlie  necessity  for 
moderation  here. 

(r)  To  eliminate  as  far  as  possible  forei^Mi  idioms  ami  foici^rn 
accent:  (1)   T\w  necessity  lor  moderation  licie. 

(<h  To  emphasize  what  is  "jood  in  our  newspapers.  ma^Mzines. 
and  literature:  to  form  the  library  habit. 

(e)  To  prepare  a  jjood  foundation  for  naturalization  throujrh 
the  study  of  American  history,  civics,  and  problems  of  our 
national  life. 

(/)  To  inculcate  a  pride  in  America,  and  the  desire  and  the  pur- 
pose to  be  a  good  American.     (See  pt.  1.) 

Hefei-ettce». 

A  ccmrse  «if  stud.v  and  syllabus.    Coldherper  nnd  Brown,    pp.  39,  48. 
.\iiierlfaiiizati«»n  Conference,  WasliinKton,  D.  C.     Froceedln;;s.    p.  27. 
-V     sujTL'Hsied     i»ri>eraiu     for    Anierlcaniziitiou.       (Jential     Fed«'ratl«iii     of 
\V..nu-ii's   Club.s.      Bulk'tiu,    I'JIS. 

V.  The  pro|>er  atmosphere  in  the  Americanization  school. 

{(i)   The   importance  of  a  cheerful  environment,  especially   in 

evening:   school    classes:    (1)    Suitable    furniture,   adecpiate 

light  in  or.  etc. 
(h)   The  necessity  of  casting  aside  traditional  day-.school  iileas 

as  to  organization:  (1)   Clubs  instead  of  ilas.ses,  etc. 
(r)   The  principle  <»f     ifint',  and  its  many  applications  to  work 

with  adult  immigrants. 
(d)   The  teacher's  attitude  toward  a  gronp  of  adult  immigrants. 

Refercucen. 

Aineri<  aiiuuititui  ("liufeivnc*',  WashiutJton,  D.  C     l*r«M-»*eUin;;s.     i»|i.  T7-'>4. 

Kirst  8tei>s  In  Anicrlcunizatittn.     i>i».  :{7-44. 

Tin-  teacliin;;  «>f  Kii;:lisli   in  (lie  fnn'i^'ii  burn.     Cluiptcr   I. 

VT.   Metho<1  (Ijeginnei-s'  clas.ses). 

(a)  The    child's    problems    in    learning    the    native    langiiagc: 
(1)    Wealth  of  concepts:   (•>)  lack  of  language  .symbols  for 
e.xpression  of  c<)ncei)ts. 
2584°— 20 J 


26  TRAIXIXG   TEACHERS  FOR   AMKRICAXIZATION. 

y\.  Mi'IIumN  ( l)eg:innei*s'  classes) — Continued, 

(/>)  The  adult's  problems  in  learning;  a  new  lan^ua«re:  (1) 
^^'ealth  of  concepts:  (*J)  wealth  of  lanj^uajre  syinl><)ls  in 
iiatixe  tongue:  {'.\)  neeil  for  learniii";  new  lan^'ua«re  syinlK)ls. 

(c)  The  iiulirect  method:   (1)  Thinkin«j  inv()l\c>  expre.s.sion  in 

natixe  ton'jue — tran>lation  a  necessiirv  step:   (-)   inhibition 

of  frtH'  expression  in  new  lan«rua«re  caused  by  roundalM)Ut 

pHH-cdure;  (:i)  laborious  study  of  vocabiihiiy  and  ^rranmiai- 

.  involved. 

(</)  The  direct  method:  (1)  Assures  trainin<;  in  the  habit  of 
associatinjjf  new  lanjrua«re  symbols  directly  wiili  objects, 
acts,  experiences,  iiml  icU-as, 

h'rii  I  inciS. 

TIh'  iirt   "f  tenchliiK  and   studying;   lan;;nn):es.     JJonln.      (Basic  n'ference 

l><M>k. ) 
Tlic   It'arliiii?  of  En;rlish   to   tlio   forrlini   l>orn.      (loIdln'ru'tT.      <  lijipItT    II. 

.KIso  supph'Hieiit. 
-XnuTinuiIzatloii  Conference.  Washlnpton.  I>.  ('.     rriKv«'«linKs,  pp.  31-41. 

(< )   Phases  of  the  direct  method: 

(1)    \'isual  or  objective:  (a)   New  associations  ma<le  by  use 
of  objects:  (h)  value  in  teachin*;  names  of  objects  and 
their  modified. 
(•J)    Dramatic: 

{n)    New   associations   made   l)v    actin;;   out    verbs   and 

ex|)ressions  of  movement. 
{h)    \'alue    in    teachiu";    verl)S.    participial    nouns,   and 
expression  of  movement. 

(3)  Vernacular: 

(ff)  Device  for  expeditinfi  exjdanations  of  diflicult 
words,  phrases,  and  idioms. 

(h)  A'alue  of  teacher's  knowled<re  of  the  most  common 
idiomatic  expressions  in  the  vernacular  <tf  the 
pupils. 

(c)  Serious  disadvantajre  in  too  frequent  use  of  ver- 
nacular. 

(4)  Lai)oratorv: 

(a)  Broadeninjr  scope  of  objective  material  by  takinji 
a  class  on  an  excursion  to  places  of  civic  and  his- 
toric interest  outside  the  classroom. 

{b)   Stren«rthenin«j    bund     of     understanding;    In'twi^en 
teacher  and  pupil  under  conditi()ns  which  are  dif- 
ferent from  classroom  work. 
(."»)   T'tilization    of    above    phases    in    teachiu"-    liy    direct 

method. 


THE   CXJTRSE   IX    DETAIL.  27 

VI.  Mrtluxis  (beginners'  classes) — Continued. 

Rifcrcncts. 

Hou    to   teurli   I'^irUkIi   to  forrtjOMTs*.     p^.   r»-lL 

hirst   st»-i>s  ill  AiiHTi<aiil/.ailoii.     pp.  !»!    111. 

A  course  of  .study  ami  .s.vllalius.     pp.  li-lU. 

Tlio  leac-liInK  of  KuKll.sh  to  thr  forvljru  born.     Chapter  2. 

(G)    I)iivct  metljod  as  exemplitietl  in  the  **tl»enje": 

(a)  **A  jjunerul   act   detineil  l»y   a  scricb  of  particular 
acts." 

(b)  Nature  anil  development  of  ii  tiieme: 

( 1 )  TJjeme  subject. 

(2)  A  series  of  sentences  in  whidi  the  Mihjctl  is 
iiesrril»e<<  and  dcveloj>e(i  around  a  *"  unit 
thoiijrht."' 

(3)  Tiie  \crli  in  each  sentence  tiie  pi\<)tal  part  of 
the  theme  development. 

(4)  Oral  development  in  which  tiie  ptipil  sees, 
heai's,  under.stands.  speaks,  acts,  reads. 

(5)  Written  development  through  readinjr.  copy- 
ing, dictation. 

References. 

Teaching  aud  stud,vLn^  UD^uuges.     Gouin.     Parts  1  and  2. 
Teacher's  handlxtok.     Aluss.  Dept.  of  I'tiiversity  Extension,     pp.  G,  7.  8,  9. 
Ttip  it-nchinp  of  Riiclish  to  the  fordpn  horn.     (Joldbertier.     Chapter  2. 
Knpiish  less4Hii5  in  iiaper  making.     I'muU.     As-^wiated  IiKiustru's  of  Massa- 

chusett.s. 
Ku^Ufii  for  ofHniut:  Americans.     hU>se  M.  f>'Toolt-.     Aiuericaii  Hul»her  Co., 

Cambridge,  Maaa. 

VII.  The  use  of  reading  texts  (beginners' classes). 

(a)  Correlation  of  the  subject  matter  of  reading  lesson  with  con- 
versation lesson. 

(6)    Limitation  of  use  of  textbooks  in  early  stages. 

(r)  Problems  in  reading  for  adult  immigrant;  (1)  To  learn  the 
thought:  (if)  to  exj>ress  the  thougiit. 

((f)  Helps  from  teacher  in  ascertaining  the  thought :  (1)  Mean- 
ing of  words  in  text  developed  in  conversation  lesson;  ('J) 
questions  and  discns.sions. 

(e)   Helps  in  oral  reading. 

Rrference^. 

Tlie  teachint:  of  English  t<>  thi*  furei;ni  horn.     (Johlherfier.     Chapter  2. 

First  steps  in  Anierifiiniration.    pp.  112-120. 

Mas«.  Iltrnrd  of  FkliKiitkui.    IK-pt.  of  I'niverslty  Extension.    Teaclier's 
handh<M)k. 

U»-l«'nn<«-s    ill     •  'llu,*   hoxiie   teacher."     Commission    of    Inuni;;ration    ami 
Ilousiui,',  Culiforuia. 


28  TRAINING   TEACHERS   FOR   AMERICANIZATION. 

\"1I.  Tlu'  !»>><.'  of  roadin*^  texts  (Wg^innoTs'  classes) — Continued. 

(/)  Phonics:  (1)  ^'aluc  in  conversation  and  readinjr;  ('J)  Dan- 
*rvr  of  overemphasis  on  plionics;  {■\)  Selections  basetl  on 
utility:  (4)  Drill  limited  to  words  within  the  students'  com- 
prehension. 

Refcrctircn. 

First  steps  In  .ViiuTlonnlzntlon.     pp.  119-122. 

How  to  t«Mu-!i  Kimllsli  t'>  forolfniprs.     pp.  14-17. 

Mass.  iK'pi.  of  I'niviTsiiy  Kxtt'usloii.    pp.  10-24.    Teacher's  hniullxwk. 

(ff)   An  examination  of  readinp:  texts: 
(1)    Standards  in  texts: 

(n)   Content  adapted  to  the  abilities,  interests,  and  prac- 

ti<al  needs  of  the  adult  immigrant. 
(b)    Provision  for  suOicient  review  assignments, 
(r)   Text  carefully  «rraded  in  dilliculty. 
(d)   T^ar«re  type. 

(<)    Fre(|uent.  tellintr  photographic  illustrations. 
XoTK. — Examine  several  of  best-known  texts  on  basis  of  the  fore- 

poinjx  <"riteria. 

References. 
.\  itiUise  of  study  and  syllabus,  p.  49. 
First  steps  in  Aiucricanization,  p.  138. 

\'III.   Writin<r  (befiinners"  classes). 

{a)  First  work  in  writinj:^:  (1)  Address,  and  facts  of 
j)ersonal  identification;  (2)  copyino;  and  tracinjx  of 
teacher's  model;  (.'5)  special  study  of  ditlicult  let- 
ters for  individual  pui)ils. 
(6)  Dictation:  (1)  Sentences  selected  from  theme;  (2) 
importance  of  correlation;  (3)  value  of  board  work 
by  pupils. 

i2f^rrr«ce«. 
Fe«i«'ral  Board  for  Vocational  Education,  Washington,  D.  C.     English  1— 

Hullotin. 
How  to  teach  Enclish  to  foreigners,  pp.  20-21. 
First  steps  in  Americanization,  pp.  126-13*i 

TX.   Important  teachin<:j  principles  applied  (be<j:inners'  classes). 
(a)   Interest: 

(1)  As  affected  by  proper  selection  of  material. 

(2)  As  affected  by  teacher's  preparation: 

(a)   Kijrht  choice  of  conversation  lesson. 

(/>)   Choice  of  objective  material. 

(c)   List  of  new  words. 

(fi)  List  of  phonic  sounds. 

(e)  Theme. 

(/)   Dictation  sentences. 

(ff)  Choice  of  readinjr  lesson. 


THL    LULKbt    IX    DETAIL.  -9 

IX.  Impoitunt  teuchinjj  i)iiiRiple>  api)lic(.l.  etc. — Continued. 

(6)   Apperc-eptioii.      The    teacliin'r    appeal    tliittu«j:h    tlie 
utilization  of  what  the  inimi^rrant  knows  and  loves, 
(c)   Class  activity  : 

(1  )    lni|H)rtaiiee  of  voluntary,  active  attention  in 
the  learnin<r  process. 
('J)   Disadvantajjfes  of  lesson.-  in  which  the  teacher  does  Itio 

much  taiivinjr  and  explaining:. 
(.'M    Helps    from    concert    work    in    a    hejrinners'   elas.s. 
{(i)    Ilahit   fonnation: 

(1)  Importance  of  re\  iew  and  tlrill. 

(2)  He.st  means  of  developing!  ri;.dit  habits: 
(</)  Provide  strong!  motive  ami  initiative. 

(h)  Make  certain  that  the  pupils  understand  just  what 

is  to  he  learned. 
(c)    Make  drill    work   interestin«r   hy   spontaneity   and 

variety  of  i)resentation. 

Re  fc  relief. 
First  stops  ill  AinoiicMiiizatioii,  iii>.  4G-68. 

X.  Illustrative  lesson  units  for  hejiinners. 

(a)  Sujrjiested  division  of  time  per  session. 
(h)  I.resson  units  in  detail. 

Ifcfficnce. 
Tlie  teacliiug  of  Engli.sb  t<>  tlic  foreijrn  Imhh.     Goldlierger.     Ciiapter  3. 

XI.  Le.sson  subjects  (Intermediate  class). 

(a)  Conversation: 

(1)  Scope  of  subjects  broadened  to  include  topics  of  civic 
and  community  interests. 

(2)  Need  of  continuous  practice  in  talkinji. 
(6)   Phonics: 

(1)  Choice  of  ]i)honics  based  on  special  needs  of  the  particu- 
lar nationalities  in  the  class. 

(c)  Readin<r: 

( 1  )   Textbooks  with  wid*'  \  aiiety  of  readinjr  subjects,  but  not 
too  difficult  in  sentences,  structure,  and  vocabulary. 

(2)  Newspaper  i-eadinj?. 

(;i)    Silent  reading:  as  a  test  for  power  of  understandin«r. 

(d)  AVritin^: 

(1)   Some  time  to  i»e  devoted  to  training  in  improving  the 
pennnmship  of  the  pupils. 


30  TRAIN IXG   TEACHERS   FOR    AMERICANIZATION. 

XI.  Lesson  subjects   (iiitermetliute  class) — Coiitinuetl. 
(</)  Writing — C'oiitinuetl, 

(2)  More  attention  ilevoteil  to  correct  spelling  than  in  the 
(lass  for  lH'«;inners. 

(3)  Simple  s<H-ial  and  l)usiness  letters. 

(4)  Dictation  selecteil  from  the  conversation  ami  reading 
lej^;ons. 

(e)    lli.^loiy  of  the  United  State<: 

(1)  Seleition  of  a  minimum  of  facts  descrihinji  the  im- 
portant eras  in  our  history. 

(2)  Value  of  freijuent  reference  to  the  imjiortance  of  the 
part  which  has  l>een  playetl  hy  the  immi«;rant  in  our 
history. 

(3)  Im|K)rtance  of  illustratetl  lectures. 

(4)  lu'coirnition  of  llie  achievements  of  the  "  foreifrner"  in 
the  ranks  of  the  United  States  Army  and  Navy  in  the 
recent  A\'orld  War. 

(/)   Uivics: 

(1)  Discussions  in  civics  limited  to  the  functions  of  those 
governmental  agencies  with  which  the  student  is  fa- 
miliar, e.  ^'.,  i)ostman,  policeman,  fireman,  health  de- 
partment inspector,  etc. 

(2)  Training  in  civics  to  teach  the  immigrant  that  he  has 
responsil)i]ities  as  a  resident  and  a  citizen  in  his  own 
conununity.     (See  under  the  Socialized  School.) 

('^)    Ilcahh  standards  in  home,  factory,  and  in  public  jilaces. 
(4)    Awakening    of    a    desire    for   citizenship    tiirough    the 

knowledge  of  our  American  ideals  in  social,  political, 

and  industrial  life. 

References. 

A  course  of  study  and  syllabus.     Goldherper  ntid  Brown,     pp.  .W-39. 
The  Hofhestrr  pljin  of  Inimlpmnt  fnlucifion.     Finch. 
Aiii»'ri<  aiiizatidii  and  citizi-ushlp.     Webster. 
Knfrlish  for  forelKoers.     Book  11.     O'Brieu. 
Plain  facts  for  futun-  citizens.    Sharpe. 
Clvlfs  for  new  Americans.     Hill  auti  Davis. 

The  fnndam»«ntals  of  citizenship.     National  Catholic  War  ('oun<ll,  Wash- 
in^'ton.  I).  C. 

XI I.  I><»sson  subjects  (advanced  class). 
(a)  Oral  language: 

(1)  Training  in  learning  to  speak  English  correctly: 
Conversation  on  subjects  of  interest  to  the  students. 

(2)  Study  of  functional  English  grammar  as  illustrating 
the  i)rin<-iples  of  corrc(  t  si)eech. 

(3)  A'alue  of  debates  and  cla.««s  di.sctissions  as  mediums  for 
training  in  oral  expression. 


THE   COURSE   IN   DETAIL.  31 

XII.  Lesson  subjects  (julvaiieetl  class) — Continued. 
(h)   Written  lanfrua«re : 

(1)   Spelling' — tniinin«r  in  si)ellin«r  and  in  tlie  use  of  the  dic- 
tionary.    Use   of   spellinj^    lists    of   the    most    common 
words,  e.  p.,  Ayei*s  S[)ellin^  Test. 
(U)    Social    letters.       Importance   of    utilizing:    immifrnuit's 

experienrcs  and  needs  in  this  work. 
(3)   Business  lettei*s: 

(a)  Ix'tters  of  application  for  positions. 

(b)  I^'tter  to  "  mail  order"  houses. 

(c)  Ix'tters  of  intpiiry  to  public  oflicials, 

(c)  Current  events.     (Connect  with  oral  lan<ruage.) 

(1 )    Iveadinj/  and  di.scussions  ba.sed  on  newspaper  and  nuiji;i 

/iiie  aititles  of  public  interest, 
(li)    Debates  on  topics  of  current    interest.      Education    in 
AnuMi<anism.     (See  Part  1.) 
((/)   History: 

(1)  Special  study  <»f  the  reasons  why  the  United  States 
entere<l  the  World  AVar. 

(2)  Illustrations  in  the  history  of  the  United  States  or  other 
issues  in  which  our  ideals  of  freedom  and  justice  were 
upheld. 

(3)  Summary  of  the  imjxjrtant  facts  in  each  of  the  l>ijf  eras 
of  our  history. 

(4)  Study  of  the  lives  of  our  national  heroes  as  examplars 
of  Americanism. 

(c)   Civics: 

(1)  The  duties  of  a  citizen  in  the  local  community. 

(2)  The  orpmization  of  local  gjovernment. 

(3)  The  benefits  derived  from  the  State  government. 

(4)  Organization  of  State  government  and  the  reasons  for 
State  taxation. 

(5)  Benefits  derived  by  the  citizens  from  the  National  Gov- 
ernment. 

(G)   The  organization  of  our  National  Government  in  AVash- 

ington. 
(7)   Intensive  study  of  the  requirements  for  naturalization. 

References. 
See  Part  1. 

Till*  new  Anierl<aii  citizen.     Mintz. 
Civics  f«ir  AnK'ri<ans  in  tljc  niakin;:.     ria.ss. 
My  country.     Tiirliin;rton. 
You  are  the  hoiie  <tf  the  world.     Ilajedoon. 

Civic   Ivlucatiiin  Associiition,  Huflfalo,   N.   Y.     New   citizens'    liiindtuioii. 
Tin*  fundamental.s  of  citlzensbip.     Nntioiuil   Catliolic  War  Council,  Wasli- 
injjton,  D.  C. 


32  TRAINING   TEACHETRS   FOR    AMERICANIZATION. 

XIII.  The  soiialize<l  school. 

(a)   The  school  as  an  Americanization  center: 

(1)  Provision    of    op|>ort unities    for    the    jx'iforinance    of 
Bocial  activities. 

(2)  ()|)portiinities  for  frien<lly  deimMTati*-  cominiiijjlinjr  of 
the  native  and  foriMfrn  lK)rn. 

{f})    T'tili/:iti<>M  of  the  pfonunent  srwial   instincts  of  the  iinriii- 

<n'rtnt. 
(c)    \'!iiieties  of  activities  possihle  in  school  Imildinjrs. 
(1)    Classroom: 

(a)   Class  an<l   solo  sinking  of  native  and    American 

songs. 
(/>)    Ke<itations  in  the  vernacular  and  in  English. 

(c)  Chalk  sketching  on  the  hlacklv^)ards. 

(d)  Exhibits  of  drawing,  painting,  handicrafts,  etc., 

done  out  of  school. 
(*2)    In  the  school  hnll  : 

(a)   Lectures     in     the     vernacular     and     in     English. 

(Health,  sanitation,  work  of  various  departments 

of  the  Government,  etc.) 
(?))    Illustrated  historical  and  geographical  talks. 

(c)  Motion  pictures. 

(d)  Vocal  and  instrumental  concerts. 

(f)   Social  dancing  (properly  sui>ervised). 
(/)   Costume  parties   (exhibitions  of  the  native  dress  cos- 
tume) of  tlie  students. 

References. 

First  stojis  in  .Xm^^riraniz.ition.     t>i>.  ."7-43. 

.•\merl<'Hni7,atinn  Conferenoe,  Wnshinjrtnn,  D.  C.     Proceedings,     pp.  77-84. 
Wide  use  of  school  bnildinp.     Perry. 

XIV.  Who  is  the  successful  teacher  of  immigrants? 

(u)  Personality:  (1)  Courteous,  alert,  possessing  a  sense  of 
humor. 

(b)  Attitude:   (1)    Sympathetic,  understanding,  free   from 
conde.sceiisiou. 

(c)  Knowledge : 

(1)  A  thcnough  undeistanding  of  Americanism. 

(2)  A  knowledge  of  immigrant  backgroimds  and  char- 
acteristics. 

(d)  Training: 

(I)    A  grasp  of  the   methodology   necessary   in  the 
early  stages  of  immigraiit  instruction. 


THE   COURSE   IN   DETAIL.  33 

XIV.  Who  is  the  siicce<isfiil  teacher  of  iimni^rraiits? — Coiitiimecl. 
(^/)   Traininfr — Continui'd. 

()i)  Skill  in  applyin*;  «reiuMaI  priiu'iples  to  concrete 

situations. 
{'■i)  Initiative  in  orj^aiiizinj:  tlu'  materials  of  instruc- 
tion. 
NoTK. — The  subject  matter  sujr^'cstcd   in  i)art  3  is  very  ade- 
<Hiatcly  c<)vcrc<l  in  Mr.  (i(»Klbcr«rtM's  bulletin  eutitletl  " 'I  lie 
Tcachin*;  of  Kuf^lish  to  the  Forci<_'n  liorn,"  recently  issued 
by  the  I'nited  States  Bureau  of  Kducation.     This  bulletin 
is  recommended  as  a  basic  text  for  part  3.     A  bulletin  very 
receutly    issued    by    the   "Service    Citizens"   of    Delaware, 
un<ler  the  title  of  "Six  Months  of  Americanization  in  Dela- 
ware," is  also   very   helpful.     This   latter   bulletin   u»ay   l>e 
secured  by  applyinjr  to  the  executive  secretary  of  the  "  Serv- 
ice Citizens"  of  Delaware,  at  AVilmin<rton. 

PART  4.     IM.MIGRANT  BACKGROUNDS  AND  RACIAL 
CHARACTERISTICS. 

I.  \  alue   of   a    teacher's    approach    to   the    immigrant    tlirou<rh    her 

lvnowled<re  ()f  the  pixotal  facts  of  his  racial  iidieritance  in 
history,  ^'overmuent.  relijxion,  home  life  and  occupations,  politi- 
cal aspirations,  art,  music,  etc. 

lieferences. 

First  steps  in  Americanization.  Malioney  uml  Herlihy.  Cliapter  III, 
Section  2. 

Old  lionies  of  new  -Vniericans.     Francis  E.  Clark.     Introduction. 

Our  Italian  fellow  citizens.     Francis  E.  Clark.     Introduction. 

The  scli(M»l  und  the  immigrant.  H.  A.  Miller.  (Cleveland  Survey.) 
Chapter  IV.     Introduction. 

Leadership  of  the  new  .Vinerica.  Archibald  McClure.  Introduction, 
pp.  18-19. 

The  new  inunlKnttion.     IVter  Rctberts.     Chapter  XXI,  p.  308. 

InnniKnint  force.^.     W.  l*.  Shriver.     Chapter  II,  i)p.  .31>-41. 

On  the  trail  of  the  ini  mi  arrant.     E.  A.  Steiner,  Chapter  I. 

The  goal  of  .Xinericanization  work.  Albert  E.  Jenks.  In  Survey,  Janu- 
ary 11,  lOlJi. 

II.  Americanization   as  aifected  by  i)resent   political  and  economic 
conditions  in  the  home  countries. 

ReferetK'es. 

Americanization  conference,   Washington,   I>.   «'.     Proceedings.     i'a|)er   by 

Herbert  A.  Miller. 
Twenty  years  at  Hull  House.     .Fane  .Vddanis.     Chapter  XVII.     Echoes  of 

the  Russian  revolution. 


34  TRAINING   TEACHERS  FOR  AMERICANIZATION. 

111.  Type  study  of  tlie  l)ack«_M-ouiul  and  racial  characteristics  of  one 
race. 

The  Ita/ianc: 

(1)  Pliysiral  features  of  the  country  as  influencing:  its 
civilization. 

(2)  Salient  facts  in  its  history,  inchulinjr  its  «rreatness  in 
literature,  art.  music,  etc. 

(n)  Kind  of  •r<>venin;ent  and  division  int(»  classes,  li  any, 
with  special  reference  to  ^'roups  from  which  our  immi- 
«r rants  come. 

(4)  Kea.sons  for  emi«rration. 

(5)  Opportunities  for  education. 

(6)  Home  life,  reliirion.  occupations,  amusements,  etc. 

(7)  Kacial  characteristics. 

(»p('n  my  heart  and  you  will  see 
(;ravtHl  insidr  of  it  "  Italy," 
Such  lovers  old  are  I  and  she — 
So  It  always  wa-S  >*<>  ever  shall  be. 
— On  the  title-page  of  "Italy  To-day.'*  by  King  and  OKey. 

References. 

Italy  today.     Kinp  nnd  O'Key.     (English  authors.) 

The  Italians  of  to-diiy.  Ulclianl  Bauot.  (  Kntrlish  author. )  See  especially 
('liai)ter  II  and  the  last  chapter. 

The  Italian  in  America.     Lord,  Trenor,  and  Barrows. 

Italian  life  in  town  and  country.     Ltngl  Villari. 

Oiir  Italian  fellow  citizens.     Francis  E.  Clark. 

In  their  old  homes  and  their  new. 

United  Italy.  F.  M.  Underwood.  See  especially  Chapters  I.  VIII.  XIII. 
XIX.  XV. 

-\  history  of  Italian  Uinty.     (Volundnnus  but  excellent.) 

Italy  of  the  Italians.     H»'len  Zininiern.      (.\  conip«'ndium  for  easy  use.) 

New  lives  for  old.     William  Carleton. 

The  sch*>oImaster  "if  a  fjreat  city.     .Vul'cIo  Patrl. 

The  immitrranf  ;  a  drama.     Percy  MaeKaye. 

General  works  with  eliapters  or  .se<'tions  on  Italy:  (1)  I^^adership  of  the 
new  America.  Archibald  McClur-.  Tart  II,  Chapter  XII.  (2)  On 
the  trail  of  the  imini;:rant.  Edward  A.  Steiner.  Chapter  XVII.  (3) 
Races  and  lmnd;:raiits  in  .\merica.  .John  H.  Comnjons.  Chapter  IV, 
pp.  70-79.  (4)  Ininii^rrant  fones.  Win.  V.  Shriver.  Chapter  II,  pp. 
39-41.  (.'))  The  school  and  the  Immierant.  H.  A.  Miller.  In  Cleve- 
land Survey,  Chapter  IV.  (C>)  The  iniini^'ration  proJ.N'in.  .Tenks  and 
T4»uck.  Chapter  VI,  pp.  83-90.  (7 »  The  immigrant  invasion.  Warne. 
Chapter  III. 


THK   CX)URSE   IN    DETAIL.  35 

IV.  Statistics  or  otlur  inatt'iial  sho\viu«r  the  a«la|)tal»ility  <tf  the  ilif- 
f«'iiiit  races  in  tlie  |)r(tci*>s  of  assimilation. 

JicfcrciuTS^ 

The  iimul^'ratinii  problom.     Ji'iik.s  «i»i</  I^iuck.     rhai»ttM-  IH,  p.  'M;  Chapter 

XV,  p.  yi7.     TahUw  «iii  pp.  41»'.>-ira 
Iiuiiii>;ratloii.     Falrrhlhi.     pp.  :«»7-4ir>. 

KauvM  aiul  iiiinii;:ninl.s  in  Amt'rU-a.     .1.  U.  C.'uiniitons.     Tan  1\. 
Tli«*  tide  «>f  iinnii^ralitiii.     Kniiik  .1.  Wariii'.     Chapter  XXIX. 
Tht'  lu-w   iiniiilu'niUiiu.     I'eUr   1U»Imti.>v     Chapter   V, 
The  Italian  in  Auu'iica.     I.oitl.  'l"r«ii«>r,  and  lliirrnw  ■^.     CliMpltr  XI. 
Ainerleanl/-ation.     W,  TanM>t.     pp.  89.  1(W,  14.\  ]."»().  IM. 

\'.  Ho(»ks  or  inuguzines  dealing  with  racial  backgrounds  and  charac- 
teriytics. 

Rt'ffrvHceay. 

(1)    (jKNEK.VL. 

Leadership  in  tlie  new  .Vnu'rica.     .MeClure. 

Ua(v8  and  Innni^nints  in  America.     Cuinnious. 

On  the  trail  of  the  iniiniin'ant.     Steiner. 

Tiie  iniujigraut  tiilf.     iSteiuer. 

(>ld  homes  of  new  Americaus,     Clark. 

Americans  in  proces.s.     Woods. 

( (ne  wa.v  out-     W.  Carlton. 

Lives  of  undistinguislied  Americans.     Holt. 

Scum  o'  tlie  earth  and  other  poems.     Scliaurtler. 

Twfiity  years  at  Hull  House.     Addams.     Chapter  XI  and  throughout  the 

book. 
The  school  and  the  immifiraut.     Miller.    Chapter  I\'. 
Inunigrant  forces.     Shriver.     Chapter  II. 
.Miens  or  Americans.     Grose.     Chapters  IV  and  V. 
Tlie  immi^rrant  invasion.     Warne.     Chapter  VII. 
Tlie  immigrant,  an  ass«'t  and  a  liability.     Haskln.     Chapter  VII. 
The  immigration  problem.     Jenks  and  Lauck.     Chai»ters  II  and   VI. 

MAOAZIXES. 

Literary  Dige.st.  October,  1918,  tJirough  June,  1019,  articles  on  various 
nationalities. 

Xational  (Jeographic  Magazine,  Deceml>er,  191S.  A  monogrnph  on  Euro- 
pean nationalities.  Various  articles  on  races  and  nations.  See  their 
liie. 

The  Outlook,  .\ugust  and  September,  11)1.".  A  series  of  articles  on  '"My 
immigrant  neiglihors,"  by  (lertrude  liarnnm. 

(2)   Spkci.\t.  N.\tion.\mtiks. 

(a)    Northern  Kurope. 

FIM-.VNl). 

Finland  and  the  Finns.     Arthur  Reode. 

Tlie  land  of  l.iHMt  lakes.      lOiiicst    Vcnuig. 

Finland  to-day.     (Jt-orge  IliMiwIck. 

Kah'vala   (the  Finnish  e|>l<-).     Traiishittsl  liy  Cr«\vf«iid  or  Klrby. 


36  TRAINING   TEACHERS   FOR   AMERICANIZATION. 

V.   Books    or    nia^azines    lU'aHiijr    with    lacial    hack^nouiuls.    ftc. — 
C\>ntimiecl. 

LITHVANIA. 

The  history  i>r  tlit>  Mtliiianlan  niitiiMi  aiul  its  pri'seut  iiatiuuul  aspirations. 
Kuiii^'aK  A.  .Insaitis. 

SCANDINAVIA. 

The  luakiiiK  <>f  an  Ain«'ri«'a!i.     .lafoh  Hits. 

O  pionwrs.     Wllla  S.  C'ntln'r. 

Sauuliimvin  of  tlio  Scandliinvians.     Henr.v  O.  I/f«ch. 

(/*)    Mjil'llf  and  Soiitliern  Europe. 

THF.    SLAVS. 

IMir  fi'llow  Slavif  i-ltlzons.     K.  I{ai<-li. 

Old  homes  of  new  Americans.     Francis  K.  Clark. 

POLAND. 

Sliort   history  of  Poland.     .Tnlia   Orvis. 

Poland.  Mio  kni;:ht  anion;;  nations.     Van  Norman. 

Poland  of  to-day  and  yesterday.     N.  O.  Winter. 

Poland,  a  study  <if  the  land,  peoplo,  and  literature.     George  Brandos. 

Ku.ssian  realities  and  problems.     Komau  l>mo\vski.     Chaptrr  <in  ••  p.ilnnd, 

old  and  new." 
Novels  by  Sienklewlcs:    (1)   With  fire  and  sword;    (2)   The  deluge;  Pan 

Michael. 

VKRAINIA. 

rkraiiif's  claims  to  freedom.     Kuthenian  National  Union. 

CZECHOSLOVAKIA. 

The  case  for  T'.oheiniaii  IndopiMidenrc     E.  Renes. 
Hohenua  under  Hapsltur;;  inisrule.     Thomas  Capek, 
The  Slovaks  of  Hungary.     Thomas  Capek. 
Bohemia's  hoijes  and  aspirations.     Pergles.     (.\  pamphlet.) 

JTJGO-SI-\VIA    (INCLUDING   THK  SERBS,   CROATIANS.    8IX)VENES.    MONTENEGRINS). 

National  fteopraphlc  Magazine,  December,  1918. 

Se«>  b(»oks  under  "  (Jeneral." 

See  books  under  "  Slavs." 

Montenegrins  in  history,  politics,  and  war.     .Mex.  Devlne. 

The  Serbs:  Guardians  of  the  gate.     T.affan. 

Serbia  in  light  and  darkness.     Father  Vellmirovlc. 

RUSSIA. 

.\n  Interpretation  of  the  Russian  people.     T.es  Wiener. 

Russia,  the  cotjiitry  of  extremes.     Mmc.   W.   JarintzofT.      (Voluminous   liut 

pithy.) 
Russia.     Singleton, 
potential  Russia.     Child. 

The  Russian  Empire  of  to-day  and  yesterday.     Winter. 
Some  Russian  heroes.     Sonia  Howe. 
The  little  grandmother  of  the  Russian  revolution.     K.  Hreshkovsky.     Trans- 

late<l  bv  A.  S.  niackwell. 


THE   COURSE   IN   DETAIL.  37 

V.  Books   or    magaziiie-^    ileiiliii«r    ^vith    larial    Imckgroimds,   etc. — 
Continued. 

MAGYARS. 

St*e  biKkks  uiuliT  "  (ii'iu-ral,"  uikKt  IluiiKariaas. 

Al'8THIAN8. 
Karl  Hittt'i-,  a  lil<if;rapli\ .     F.  S«lit'vill. 

THK   .IKWS. 

TIh'  .lows  of  Itussia  ami  !*«ilaii<l.     FrhMllaialor. 

Thi'  iiiiiniKiHiil  .It'W   ill  Aiiu-ricii.     ImIimimmI  .luiiics  aiiil  Dthcm. 

The  lit*.      .Mary    Aiitiii.      ( Paini>lil»'t    form  puhlislH'd    l»y   Atlantic   Monthly 

Press.) 
Bloprapliii's.      Uussian    I'olish :    Tiio    proniis<'<l    land.      Maiv    .\iiiin.      My 

niotluM- and  I.     K.  Sloni.     Out  of  tiic  shadow.     U.  Coiicn.     (hi«'  of  tluMu. 

K.    lia.sjinovltz.      Ilnii^raiian  :    I'roin   ali»'n    to   citizen.      10.   A.    Steiner. 

Uunianian  :  \i\  .\nieri(an  in  tli«>  nniking.     M.  E.  Ravage. 

CJkakco- Latin. 

ITALY. 

See  books  under  Topic  3. 

PORTUGAL. 

Portugal  old  and  youn;:.    \  historical  study  by  Young. 

Portugal  of  the  Portuguese.     Bell. 

Portugal  and  its  peoidc     Koeliel. 

The    new    map    of   Africa.      II.    .\.    (;ibi)on.      Chapter    XIII.      (Portuguese 

Colonies. ) 
National  (JiHjgraphic  Magazine,  .luly,  1019.     Article  on  tlie  Azores. 

ORKECE. 

Grei'oe  and  the  Creeks.    Z.  D.  Ferriman. 
Gre«*k  life  in  t<»wn  and  country.    W.  Miller. 
Greece  in  the  nineteenth  century.    Lewis  Sargeant. 
Gree<-e  »)f  the  twentieth  century.     Martin. 
Greece  of  the  Hellenes.    Lucy  M.  Garnett. 
Greeks  in  America.    Tliomas  liurge.ss. 
Michael  Anagnos.     Frank  Sanborn. 

AIJJANIA. 

Alliania   past   and  lueseni.     CoiistaMline  A.  riietrlzc. 
Alliaiila.  the  foiiriilllng  state  of  10uroi»e.     W.  Peacock. 

UOl'MANIA. 

Greater  Uoumaida.     I».  Mitrany. 

(r)  In  Turkey  or  outside  of  Europe. 


38  TKAlXlNii    TEACHERS   FOR   AMERICANIZATION. 

V.  Books   or   ina<raziue.s    tU'iiliii*:    ^iih    racial    back«:iouiids,    etc. — 
CoiitiniUHl. 

TniKe<ly  <»f  Armenin.     H.  I'apaziai\. 

AniH'tiitt,  II  iiinityr  iialioii.     .M.  C.  (Jalnirllan. 

Snii^s  of  .VniH'iiia.     KillttMj  l>y  .1.  S.  Blackwoll. 

Help  till'  lu'ur  t-ast,     Ullilmny.     ("liaptiT  on  -  Hiiinaii  assets." 

SVUIA. 

A  far  Journey.     A.  Ullihnny. 

Tlie  Syrian  Christ.     A.  RililtHny. 

11.  Ip  tin-  near  rasL     A.  Uilibaiiy.     Chapter  ou  "  liuiuan  atjseu." 

TVBKEY. 

Turkey  and  the  Turks.    W.  S.  Mnnroo. 
Turkish  life  In  town  and  country.     1..  Gamett. 
Turkey  of  the  (ittornnns.     1..  (^.arnett. 

PART  5.     AN  OUTLINE  OF  THE  AMERICANIZATION  MOVEMENT. 

(A)   .THE   IMMIGRANT   TIOE. 

1.  Cau.sos  of  oini^M-atioii :  {(i)  Kconomic  (h)  (lesire  for  social  im- 
provement, (r)  political,  (rf)  reli<_Mous. 

Jieferenrca. 

The  lmnii;:rant  prohleni.    .lenks  and  Ljiuck. 

The  Immigrant  tide.     Steiner. 

The  lininicrant  in>-a8i(>ti.     Wame. 

Ab.siract.^  of  rei)urls  of  I'lderal  Iniiiilixration  Commission,  ToiOMe  1. 

IT.  Sources  of  immigration:  (o)  ForJi/r  period. — United  Kin^'<lom, 
ScaiHlinavia.  Netherlan.ls,  IVl<rium,  France,  Switzerland, 
Atistria-iliinpirv.  Russia.  Italy.  (b)  Later  peiiod. — (ireece, 
Balkan  States,  l\)rtugal,  Poland,  Kouuiaiiia. 

References. 

The  new  imniipratlon.     Roberts. 

Tide  of  immigration.     Warne. 

.Vhsf rafts  of  rejiorts  of  Commission  on  Tnimljrration,  volnme  1. 

III.  Survey  of  stati.stics  of  immi<rrati<m  with  reference  to  distribu- 
tion of  immi'.'Tflnts  tliron<rh«»Mt  the  I'nited  States,  their  partici- 
pation in  (.iir  industrial  life,  and  their  adaptability  to  assimi- 
lation. 

Ref<  re%ce. 

Abstracts  of  Report  of  Immigration  Coninils.slon,  volume  1. 

lmiiii;:rafion.     Hall. 

Innuigration  and  labor.     Commons. 


THE   COURSE   IX    DETAIL.  39 

IV.  legislation  prior  to  1915. 

References. 

AliHtructM  tit  Uf|Hirt  of  Iiiiiiii^'nitiiiii  ('(iiiiiuisKion,  volume  1. 

\  .  Karly  attempts  to  t'diuati.'  tlu>  iiiiniijrraiil. 
('/)    The  evening'  .school : 

(1)  The  oj)ei:ition  ol  ihi*  eompulsorv-attcndaiice  law  for 
illiterate  minors.     (Massachusetts.) 

(2)  The  lu'jxiiinin^rs  of  the  attempt  to  professionalize  teach- 
in«x  in  evenin<r  schools. 

lief  en  net  m. 

Seh»M»l  iv|>«irts  prior  to  101.1  of  sucli  cities  iis  the  follnwiii;: :  Hoston.  Cuin- 
l)rl(lw,  LawrciKt>,  Worcester,  Ourdiier  (Mass.);  .New  Vi»rk  rii\. 
Syniciise,  Koclieslcr,  etc. 

New  York  Smic  ( 'niiuiiissidii  of  Iiiiiiiijiratioii.     Kcpdit.  liMH». 

(3)  Inadequacy  of  early  attempts  in  evenin«r  schools: 

(a)  Financial  support  pitifully  small. 

(b)  Lack  of  interest  on  part  of  j)ul)lic. 

(c)  T^ntrained  teachers,  unsuitahle  texts,  pooi-  tenchinj; 
methods,  poor  housinir  facilities. 

(fl)   Little    positive    attempt    to   secure    or    follow    u|) 
attendanee. 

Rtfrrrnces. 

Massadmsetts  Coiiuuis.sion  on  Iiiniiiirration.     Report,  1914. 
The  Relj«»<il  ami  tlie  iininigrant.     IT.  A.  Miller.     Cleveland. 

(b)   Other  a<rencies: 

(1)  I'^arly  attempts  in  settlement  houses. 

(2)  ^^'<lrk  of  industrial  committees  of  Younif  Men's  Chris- 
tian Association. 

(3)  Work  of  Council  of  Jewish  Women,  North  American 
Civic  Leajrue  for  Immifrrants,  the  Immi<rrant  Aid  So- 
ciety, the  Xational  Slovak  Society  (Pittsburgh),  and 
others. 

(4)  Educational  activities  usually  hampered  by  lack  of 
trained  teachers. 

(5)  Early  attem|)ts  at  organization  of  lesson  material  in 
Dr.  Peter  Roberts's  '*  Lessons  in  English  for  Coming 
Citizens." 


40  TRAINING    TEIACHERS   FOR   AMKRICAXIZATION. 

(B)     BEGINNINGS    AND    DEVELOPMENT    OK    THE    AMEKiCANlZATlON     MOVEMENT. 

I.  "Aiiu'rira  First''  rampnijrns. 

Ittfcrrncc*. 

Ki'|M>rts  of  the  "Amorlcn  First  "  niiiipaitnis  n»inluct«Ml  In  r>etroit,  H«»fh»'sti'r, 

Hiisti'M.  iiiiil  ('lt'v«'luml. 
rnltrd    Slnt«'s    Hiiri-aiu    of   K«liiriitloii.      I'.arly    |-.i...it-    ..ti    AmiMlrnnizaiion 

niinpitl^ns.     II.  II.  Wh«*titoii. 
rnltoil    StHt»*s   rhniiilirr   of   Coinmerrt',    .Now    York    rity.      l'ami»lilots   on 

AnH>rlciinl7.atlon. 

II.  .Viiu'ricaiu/ation  ns  affecttMl  hy  tlu'  war. 

{(i)   Aftivities  of  State  councils  of  defense. 

Ifcfrrcuccs. 

l'\\h\U'',\\ii>w<  of  tlio  Aniorionnirntlon  connnitlt'os  of  tin*  oonnoils  of  \<\v 
Hiinipsliin'.   ronnoctlnit.   (Uiio.    IVnnsylvanln,    lH»la\van*. 

National  f«>nft'rence,  Washington,  D.  ('..  1018.  RejMjrt  on  ••AHierlfaniza- 
tlon  as  a  war  inoasurp." 

(h)   Disclosures  of  immi<rrant  illiteracy  in  the  American  Army. 

Reference. 
I'ncle  Sam's  adoptwl  neph««ws.     Kimlpo.     /n  Han»*''"s.  .Inly.   I'.Ms. 

(r)   Awakening;  of  public  interest  in  the  need  of  an  extensive 
national  policy  for  education  of  the  adult  iminiirrant. 

//c/crrncf.<f. 

I)«>partnu^m    <>f    tin'    Inti-rior,    \V:isliin;.'ton,    D.    ( ".      .\nn'ric;i-.\nn'riranisni- 

AnuTicanization.     Hnlletln. 
Vnltetl  States  Buroau  of  Kflucation.     Americanization  l>nll«-tlns,  l»eulnnins 

SoptemluT,  15)18. 

(d)    XationaKVjuei'icaiii/ation  Committee,  Xew  York  City.    Pnl)- 
lications, 

III.  Industrial  Americanization.     (See  Chap.  111.) 

(</)    Early  attempts  in  the  factories  of  the  Ford  Motor  Car  Co.. 
Detroit,  and  D.  .V.  ."richer  Co..  New  York. 

Refcrmrrn. 

Publications  of  the  Ford  Hn^liiih  .scbooL 

When*  >::irni»'nts  and   .\m«'rleaus  are  made.     I>.  A.   Sk-her  Co..   New   York. 

(h)  Development  of  the  factory  cla.ss  idea: 

(1)  On  factory  time. 

(2)  On  i)art  time. 

(.3)   On  employees'  time. 

(4)   Cooperation  with  public  school  authorities. 


THE   COVBSE   IN   DETAIL.  41 

III.  Tndiistiial  AiuericHiiizatioii.      (See  Chap.  Ill) — Continued. 

Am'nc.iiiiz;m.-ii   Conference.    Waishln^io  i.   I>.    e'.,    I'Jll).      I'r.H-.fdintcs. 
Auiorinuiizutitiii  in  iinlu>iry.    A-oiK-uileil  Intluslries  of  .MjissmhusiMts  (I'.llSK 
MHS.siiibiisetts  Itiireau  of  Iniinl^'rutluu,  11)10.     Ut>iMtrt. 
An  Anjerininlxatinn  ftirtt>ry.     !i\  Outhnik,  Fel»ruary  23,  \\)\^. 

W .   Auierieanixution  ami  the  iinnii^rant  woman.      (See  special  chap- 
ter on  thi.s  topic.) 

RefertiH^!*. 

Study  al»>  the  workin;:  out  of  this  i»roFilem  in  Ciillfonila  f>y  tli«»  Comnils- 

8iuu  of  Immigration  ami  Iloiisin?. 
.VMUTli-anization   Confon'Uit'.   Washington.   I>.   C.     I'roct't'illnus.     See  espe- 

tlally  i):iiH»r  by  Mls.s  Dow. 
Wonians  .Muuiiiiml  Leajrue  of  Hoston.     lteix)rt,  1919. 

\  .   Present  statii>  of  the  Aniericani/.ation  movement  from  the  stand- 
point of — 
{a)   Federal  activities: 

(1)  Functions  and  activities  of  tlie  Americanization  Divi- 
sion, United  States  Bureau  of  Education. 

(2)  The  bo^innin*rs  of  nati(mal  responsibility  and  national 
leadership. 

(.'?)  Functions  and  activities  of  the  Bureau  of  Naturalization. 

(4)  Need  of  close  cooperation  between  Federal  ajj^encies. 

(5)  Recent  and  pending  Federal  legislation  in  Americani- 
tion. 

References. 

Publicatiuu.-i  of  Americanization  l>ivision  and  of  Bureau  of  Naturalization. 
Americanizatiou  Conference,  Wasshiuytou,  D.  C,  1919.     Truceediugs. 

(h)  State  activities : 

(1)  Study  State  i)lans  and  recent  State  le«rislati(m  in  these 
typical  States:  Xew  Hani})shire,  Massachusetts,  Rhode 
Island,  NeAv  York,  Pennsylvania.  Delaware,  and  Cali- 
fornia. 

References. 

State  AmericauizjUiou.    Butler.    Bureau  of  Education,  Bulletin,  192(t,  Xi>.  77. 

Ma88.  Board  of  Education.  Department  of  University  Extension.  Ameri- 
canization pultlicatious.  1918-19. 

New  Ilampsldre  Board  of  Education.     .Vmericauization  i»ul»lications,  1919. 

New  York  Slate  Departnient  of  Education,  .\nicricanization  bulletins. 
1918-19. 

Culifornia  ronuidsslon  on  InmiiKration  and  Housing.  Americanization 
publications. 

Tcnnsylvania  Council  of  Natiomil  Defense.     Americanization  publications. 

Connnlssloner  of  I'liblic  RclwNds,  Uluxle  Island.     Americanization  circulars. 

Issuetl  by  the  Service  Citizens  of  Delaware.     Bulletin  No.  2,  Seiit.,  1919. 


42  TRAINING   TEACHERS  FOR   AMERICANIZATION. 

V,  Present  status  of  tlio  Americanization  movement,  etc. — Continued. 
{()  City  activities: 

(1)  Stuily  city  plans  conducted  by  l)oards  of  education  and 
Americanization  cominitteos  in  such  cities  as  tliese: 
lioston,  lA)well,  Fall  Kiver,  Cambrid^'c.  l^iwrence, 
Hartford,  luxhester.  liulTab).  Syracuse,  Detroit.  Cleve- 
land, St.  Louis.  Cincinnati.  Chicajro,  Erie,  Akron.  Min- 
neapolis, Tolevlo.  Los  Angeles,  Oakland.  Wilnun«rton 
(Delaware), 

(2)  P'or  others  see  issues  of  Americanization  Bulletin,  U.  S. 
Bureau  of  Education. 

(3)  Note  the  be«rinnin;rs  of — 
(a)  Teacher  training'. 

(/>)  The  idea  of  community  responsibility. 
{d)  Activities  and  functions  of  semipublic  ajrcncies. 

(1)  Studv  activities  and  functions  of  such  ajrencies  as  these: 
Y.  M.  C.  A.:  Y.  W.  C.  A.:  National  Catiiolic  War  Coun- 
cil: Council  of  Jewish  A\'onicii :  Tiie  Educational  Alli- 
ance (New  York  City)  ;  public  libraries:  visitinjr  nurses; 
various  women's  orjranizations:  immijrrant  aid  societies; 
immi«:rant  or«ranizations,  etc. 

References. 

Ainorlcaiiizatioii  Coiiferonce.  Washintnoii.  !>.  ('.,  191'.».     rro<e<tlinjrs. 

National  C'atliolk-  War  Council,  Wasliinjrton,  D.  C.  Americanization  publi- 
cations. 

Ininiifrrant  Education  Society,  New  York  City.     I'ultlicationff. 

North  American  Civic  Leajiue  for  Immigrants,  Iloston.     Hulletlns. 

HeiKirts  of  these  immigrant  .societies:  Armenian  Colonial  Association.  837 
I^  Salle  St.,  Chicago;  Swe<llsh  National  Association.  14.3  D.-arlwm  St., 
Clilcapo;  and  other  Kinillar  organizations. 

{e)  Looking  ahead. 

Reference. 

Americanization  Conference,  Wa.shinptou,  D.  C.     IToce^nllnps.     rai>ers  by 

Mr.  Thomi).s<in  and  Mr.  Bell. 
Community    Americanization.      Butler.      Bureau    of    l>lucation,    Bulletin, 

11)19,  No.  76. 


Chapter  III. 
INDUSTRIAI.  OK  FACTOKV  CLASSES. 

By  Francks  K.  Wktmokk. 


Tt  is  only  witliin  a  f»'W  years  tliat  imliistry  lias  rrali/ctl  tlio  advaii- 
ta«]jes  (U'rived  l>v  !><)th  employer  and  employee  from  well-or«;ani/.ed, 
well-taii«:ht  classes  in  Kn«;lish  and  citizenship  for  the  non-Kn^lish 
S|)eakin<;  employees.  A  few  pro«rressive  firms  established  their  own 
classes  and  proved  bt\vond  question  that  there  were  fewer  accidents, 
less  lnl>or  turnover,  and  more  efficient  work  when  one  conunon 
lan«niajre  was  spoken.  Amonj;  the  firms  early  realizing  the  value  of 
these  classes  were  the  Henry  Ford  factory,  of  Detroit,  Mich.,  and  the 
Dudley  (t.  Sicher  factory,  of  New  York  City.  The  Ford  factory 
prove<l  it  could  reduce  accidents  54  per  cent  by  the  teachinj^  of 
Kn<]:lish  to  the  forei<rn-born  emj)loyee.  The  Dudley  Sicher  factory 
records  show  a  marked  increase  in  the  efHciency  of  their  employees, 
directly  due  to  the  inau<^uration  of  the  English  classes.  Moreover, 
the  si)eakinp  of  one  lan<j:ua«re  eliminates  the  "straw  boss,"  frecjuently 
a  source  of  trouble  and  misunderstandinof  in  the  industry,  and  not 
infrequently  an  exploiter  of  the  employee. 

The  emjilovee  is  eager  to  avail  himself  of  the  opportunity  these 
classed  present,  when  he  realizes  that  it  means  a  better  chance  of 
promotion,  through  a  familiarity  with  the  vocabulary  used  in  other 
dei)artmonts,  as  well  the  names  of  tools,  materials,  and  processes  of 
construction  used  in  his  own  department  of  the  factory.  -lie  realizes 
also  that  through  a  better  understanding  of  the  English  language 
he  comes  in  closer  touch  with  American  life,  customs,  and  institutions. 

It  is  obvious  that  10  hours  of  industrial  toil  are  not  conducive  to 
scholastic  work,  and  that  classes  held  in  the  imlustries  provide  an 
excellent,  if  not  the  best  i)o.ssil)le  opportunity  for  the  large  niunber 
of  our  foreign-born  industrial  workers  to  learn  Eu'dish. 


'to' 


CLASSROOMS  AND  EQUIPMENT. 

Among  the  first  considerations  in  establishing  a  class  in  aji  industry 
is  that  of  proper  space.  The  place  for  tlie  classroom  should  be 
sele<ted  in  relation  to — (a)  Size;  {i)  Light  and  air;  (c)  Location: 
and  (//)   Permanency. 

43 


44  TnAIXIXG    TEACHERS    FOR    A.MERU'ANlZATloN. 

(rt)  The  size  of  the  space  prox  itle*!  f<»r  the  (las.s  imihi  be  adeciuate 
for  the  iiuinWr  of  students  attemliii*;  the  <  lass.  A  «rroiip  of  men  and 
women  will  not*  long  attend  a  eluss  with  insuflicient  room  or  nncom- 
fortahle  seats. 

(b)  There  should  he  sufficient  liirlit  t<»  ciialde  the  student  to  see 
the  hlackhoard  or  the  printi^l  pa^re  without  effort,  and  there  shoidd 
l)e  enou«rh  fresh  air  to  enaMe  the  jrroup  to  keep  alert  and  alive  to  the 
work  presented. 

(r)  'J'hc  location  of  the  cla.«;s  should  be  somewhat  secluded,  .so  the 
student  will  not  feel  conspicuous  or  a  subject  of  ridicule  to  his  fellow 
workers.  .V  man  or  wonmn  hesitates  to  enter  and  fre<|uently  refu.ses 
to  remain  in  a  class  held  in  a  larpe  room  or  <'orridor  where  there  is 
fre(|uent  passin«r  and  where  he  is  observed  and  pointed  out  by  his 
En*jlish-speakin«;  coworker. 

(d)  The  space  should  be  selected  with  some  idea  of  permanency. 
Chancre  of  location  always  has  a  tendency  to  scatter  a  «rroup.  A  man 
or  woman  usually  becomes  discourajred  when  forced  to  search  for 
the  space  newly  assi<rned  to  the  class. 

This  is  partially  due,  possibly,  to  timidity,  and  sometimes  to  the 
limited  time  at  his  disposal  for  classroom  work.  So  much  is  this 
true,  however,  that  the  difference  between  an  open  and  closed  df>or 
to  a  classroom  has  made  the  difference  l>etween  success  and  failure 
with  a  class  of  non-En<rlish-speakin«i:  adults. 

The  c<|nij>ment  necessary  for  an  industrial-plant  class  is  very 
simple.  There  should  be  {a)  comfortable  seats,  (A)  a  table  or  ade- 
f|uate  space  for  writiufr.  (<")  paper  and  pencils,  (d)  a  lar«:e  black- 
board for  illustratin«r  and  writing,  {e)  lesson  leaflets  and  later 
books,  (/)  a  map  of  the  United  States,  (v)  the  T'nited  States  flap. 

This  will  usually  prove  sufficient  e(iui])ment  for  an  industrial  cla.ss, 
with  the  simple  material  which  the  teacher  will  bring  to  illustrate 
her  lesson. 

Given  space  and  equipment,  the  time  assigned  for  the  class  is  the 
next  consideration.  There  are  three  arrangements  of  time  possible: 
(1)  The  class  held  on  company  time:  (2)  the  class  held  on  the  men's 
own  time:  (.T)  the  class  held  on  half  company  time  and  half  the 
men's  time. 

The  type  of  industry  will  suggest  somewhat,  at  lea.st.  the  best 
arrangement  of  time.  Where  the  entire  machinery  of  a  floor  must  l>e 
shut  down  when  a  ntnnber  of  men  leave  their  places,  it  presents  a 
more  difficult  problem  than  where  the  work  of  the  individual  is  a 
little  less  closely  related  to  the  work  of  the  entire  group.  However, 
it  has  always  proved  an  advantage  for  the  comi)any  to  show  suffi- 
cient interest  and  encouragement  in  the  class  to  share  at  lea.st  the 
time  with  the  employee. 


INDUSTRIAL,  OR   FACTORY  CLASSES.  45 

Moreover,  it  has  hw^on  definitely  proved  that  the  emi»h)yer  shares 
in  the  l>eneiit  derived  from  tiie  ehiss  throujrh  the  inereaseil  efficiency 
of  tlie  employee.  It  has  heen  recently  ^^tated  by  one  lar«;e  lirm  where 
the  men  are  allowed  one  hour  on  company  time,  twice  each  week,  for 
a  class  in  Knjrlish  and  citizenship,  that  the  protluct  of  the  company 
was  not  lessenetl  by  the  time  «^iven  the  men,  but  rather  increasetl 
throu«rh  increased  efficiency. 

Many  of  the  most  satisfactory  classes  are  conducted  wholly  on 
company  time.  Noon  has  proved  a  successful  hour  for  holdinj^ 
classes  in  many  industries,  provided  additional  time  is  jjiven  for 
luncheon.  The  hour  immediately  after  work  has  l)een  chosen  by 
many  industries  as  a  satisfactory  time,  especially  when  work  stops 
at  'l.'M)  or  4.'M),  or  a  new  shift  comes  on  at  that  hour.  It  has  proved 
advantaj^eous  in  many  cases  where  the  class  is  held  after  workinj^ 
hours  to  serve  coffee  and  sandwiches  or  doughnuts  to  the  men  before 
they  attend  the  cla.ss,  as  the  man's  vitality  is  lowered  that  hour. 

When  the  space  has  been  selected,  the  ecpiipment  provided,  and  the 
time  api)ointed,  the  next  consideration  is  the  or«;anization  of  the 
<jroup.  Kxperience  proves  that  for  satisfactory  work  the  clas.ses 
mu^t  be  kept  >Uiall  in  number,  and  there  must  be  an  attempt  at  ^rad- 
in^.  at  least  acconling  to  degree  of  literacy  in  their  native  lan<^uage 
and  their  ability  to  use  the  English  langua«;e.  Separate  classes  for 
men  and  women  have  usually  proved  expedient  only  where  they  work 
in  separate  dejiartments  in  the  inilustry.  Where  they  work  side 
by  side,  as  in  the  clothin<r  trades,  for  example,  they  come  very  natur- 
ally into  the  classroom  tojrether. 

The  subject  matter  presented  must  be  of  real  interest  and  relate 
itself  to  the  experience  of  the  men  and  women  composing  the  group, 
if  the  class  is  hmg  to  exist.  Material  from  a  Hrst,  second,  or  third- 
grade  primer  is  of  very  little  interest  or  importance  to  a  man  or 
woman  engaged  in  the  problems  of  intlustrial  life. 

METHODS  OF  INSTRUCTION. 

A  desire  to  converse  in  English  is  usually  the  first  incentive  which 
prompts  a  man  or  woman  to  attend  an  English  class.  Therefore 
simple  lessons  giving  them  a  vocabulary  which  will  enable  them  to 
converse  about  the  actual  necessities  of  their  everyday  life,  such  as 
their  food,  their  clothes,  their  home,  etc.,  is  the  first  requirement 
for  a  non-English  speaking  man  or  woman. 

^^^len  this  vocabulary  is  acquired  lessons  should  be  presented  deal- 
ing with  industrial  life,  hours  of  work,  the  vocabulary  of  the  particu- 
lar industry  in  which  they  are  employed;  such  as  names  of  tools,  the 
names  of  materials,  and  processes  of  construction,  safety  signs,  and 
signals.     A  book  has  recently  been  i)rei)ared  by  one  large  industry  for 


46  TRAINING  TEACHEBS  FOB  AMERICANIZATION. 

the  use  of  the  lueu  in  tlieir  plaiii.  It  lontaiiii;  exceUent  illustrations 
of  the  tools,  parts  of  niurhinery,  safety  si^iis,  warniuj^s,  etc,  ncconi- 
panied  by  a  text.  This  is  a  su«;«!:estioii  as  to  the  type  of  material 
most  useful  ami  of  <xreatest  interest  to  men  and  most  appreciate*! 
by  them. 

Books  of  niles  and  veji;ulation.s  for  the  partiiular  iutlwstry  can  be 
niTaniri'<l  in  simple  lessons  for  the  class,  proving  of  invaliiaMo  Ihmk'- 
lit  to  the  men  and  to  the  lirni,  in  preventinj^  accidents  ami  other 
ways.  In  many  industries  the  hooks  of  rules  which  were,  published  in 
live  or  six  ilill'erent  lan<;ua«r*'s  l)efore  the  establislmient  of  the  Kn*;- 
lish  classes  are  now  pubiisheil  in  but  one  lan;:ua<^e^Kn«rlish ;  and 
the  book  serves  as  a  textlKM)k  for  the  men  ami  women  attendin<z  the 
classes.  This  shouhl  l>e  followed  by  suflieieut  practical  aritiimetic 
to  enable  the  i>upils  to  ct)mi>ute  their  wa«;e  in  American  UKjney,  to 
make  out  a  fandly  budget,  as  well  as  to  make  out  bank  checks,  de- 
posit and  withdrawal  slip-^,  and  money  oiders. 

A  series  of  lessons  in  American  citizenship  .should  bo  a  })art  of  the 
work  of  each  class,  antl  should  consist  not  only  of  the  history  of  our 
country  and  ovir  form  of  government  but  much  of  the  actual  work 
of  goveninjent,  as  it  touches  each  individual  in  his  everyday  life 
and  exjierience.  lie  should  know  of  the  different  departments  of 
(jQvernment  and  how  they  function  for  the  benefit  of  each  individ- 
ual, ami  how  he  may  call  these  departments  to  his  aid  when  neces- 
sary. The  man  and  w(»man  should  know  s<^)me  of  the  simple  laws 
and  ordinances,  how  they  are  made,  and  how  they  work.  lie  should 
know  the  jirocess  of  M)tin<_'  and  his  resix)nsibility  in  casting  a  Uillot. 
He  should  also  know  of  the  public  institutions  in  which  he,  as  a  citi- 
zen, has  a  share,  as,  for  example,  the  public  libiai-y. 

In  all  instruction,  conservation  of  the  stuilents'  time  must  Ik'  con- 
sidered. At  Wst,  the  men  and  women  attending  these  class<'s  have 
only  a  limited  time  to  devote  to  the  learning  of  i\  new  language. 
Every  minute  of  time  is  valual)le  niid  must  l)e  utilized  to  the  l>e.st 
possible  advantage  to  them. 

The  method  employed  in  this  teaching  should  be  what  is  termed  the 
direct  or  natural  method,  or  the  direct  association  of  the  name  with 
the  object  or  action:  that  is,  wherever  a  noun  is  given,  the  oI>ject  i.s 
presented  to  the  class  while  the  name  is  given.  When  the  verb  is 
given,  the  action  accompanies  the  word,  as,  walking  before  the  chuss 
while  tlie  word  "walk"  is  pronounced.  Tt  is  well  to  introduce  pic- 
tures whenever  they  will  assist  in  making  the  meaning  of  a  word  or 
expression  clear,  llie  small  picture  which  can  l)e  held  in  the  hand  to 
illustrate  the  lesson  is  of  value,  and  the  stereojiticon  and  moving  pic- 
tures have  great  pas.sibilities-  wherever  it  is  iMactical  to  introduce 
them.  With  ihe  duvlight  I:int(M-n  much  of  the  tlifTicultv  of  faitorv 
use  is  removed. 


INDUSTRIAL  OR   FACTORY   CXASSES.  47 

As  the  spoken  word  and  object  are  imme<liately  associated  in  the 
introihiction  of  a  lesson,  tlie  next  step  must  l>e  the  association  of  the 
written  or  printed  wortl  with  the  spoken  word  or  readinj;.  The  re- 
producin*;  of  tlie  written  won!  or  writin<^  soon  follows. 

Cooperation  is  the  keynote  of  success  in  industrial  ilas>es.  In 
many  places  the  active  ccMjperation  of  the  association  of  commerce 
or  rotary  cluh  and  similar  or^'ani/.ations  in  stimul:itin«j;  the  <>r«^ani- 
zation  of  classes  has  proved  of  <rreat  value. 

It  is  important  to  have  a  representative  appointed  from  the  oftice 
force  of  each  industry  as  Americanization  director.  This  representa- 
tive not  only  adjusts  (pie.stions  relative  to  space,  time,  and  etjuip- 
ment,  hut  sujr^ests  the  names  of  tools,  materials,  and  processes  of 
construction  which  it  would  be  desirable  for  the  members  of  the  class 
to  underslantl.  He  should  find  out  for  the  teacher  why  a  man  is 
absent  from  the  class  and  assi.st  in  adju.stinj;  conditions  so  he  may 
return. 

It  is  also  of  advantajre  to  appoint  a  committee  from  the  cla>s  to 
cooperate  with  the  teacher  and  Americanization  director,  to  sufr^est 
to  the  teacher  lines  of  interest  ami  of  desired  information  on  the 
part  of  tlie  «rroup.  This  committee  also  acts  as  a  force  in  arousinj; 
interest  and  cooperation  amon«r  their  fellow  workers.  The  best  and 
most  practical  sujzjrestions  fre(piently  come  from  the  members  of  the 
class.  These  men  and  women  are  usually  thorou<;hly  in  earnest  in 
this  work  and  have  definite  ideas  as  to  what  practical  value  the  class 
can  be  to  them,  as,  for  examjde,  when  a  man  who  has  learneil  some 
English  asks  assistance  in  letter  writing:  or  in  computing  his  weekly 
wa«ie,  etc. 

The  factory  clas.<es  iiave  proved  in  many  cases  a  means  toward 
closer  cooperation  and  better  understandin<r  in  the  industry  where 
they  are  held.  An  occasional  social  hour  has  a  tendency  toward  fur- 
therin«r  this  end. 

In  its  last  analysis  this  educational  opportunity  for  the  foreign- 
born  adult  is  a  public  concern  and  should  be  linked  with  tlie  public- 
school  system.  The  teacher  and  supervisor  should  be  furnished  by 
the  board  of  education  with  standards  and  principles  determined  by 
that  bo<ly.  This  is  the  only  way  in  which  we  can  expect  the  work 
to  become  tliorou<rhly  standardized  or  i)ut  on  a  permanent  fai-reach- 
ing  basis. 

Xeverthele.ss,  while  the  principles  and  standards  of  work  must  be 
universal,  this  work  re<iuires  an  unusual  adaptability  and  ailjust- 
ment  in  detail.  Each  industry  presents  some  new  problem,  and  tliere 
nni.st  l)e  a  careful  adjustment  in  the  detail  of  work  to  that  particular 
factory. 


48  THA1\IN«    TEACHERS   FOB    AMHRK'ANIZATlON. 

Fortunately  tlie  day  has  pa-stni  wiion  it  \va>  tluiiii;lit  anyone  could 
teacli  a  f(>rfi«rn-l)orn  man  or  woman  to  speak  Kn«;li>h.  Ilie  teaeher 
of  to-day  must  Ix'  well  e<]uippetl  for  her  task.  To  be  most  suctiess- 
ful  she  must  |x>s«»ss  not  only  a  witle  pednirojjical  experientie  and  a 
km)\vied<;e  of  the  techniipie  of  this  particular  form  of  tcaihinj;.  hut 
an  adaptahility  and  adjustment  to  industrial  conditions  and  to  human 
relationships.  She  must  re<*o«rnize  the  f<»rei«;n-l>orn  man  or  woman 
hoth  as  an  iiulividual  and  in  relation  to  his  MH-ijd  relati<»nships  or 
ha<'k;rround.  She  nujst  apju'eeiate  the  meaning  of  «lemoeracy  ami 
slie  mu.st  have  vision. 


Chapter  TV. 
THE  HOME  AND  NEIdUBOUHOOD  TEACHER. 

IJy  HuJCN  Winki>;b  and  Klsa  Aij?iikkc. 


The  liistoiy  of  till'  VuitiMl  Stati-s  from  its  earlic-t  In'^innings 
(•ini)liasizes  tlu'  ^a'lK'ially  attt'j>tt'tl  siicioldjriral  ])riii(ipU'  that  t'xery 
civilization  \v<»ith  while  ivsLs  upon  the  solidarity  of  the  home  as  the 
unit  of  societ  \ .  The  «;eniiine  tulture  of  a  people  may  he  measured 
hy  its  eslinmte  of  the  family.  Whatever  tends  to  disrupt  the  family 
solidarity  is  a  disrupting'  factor  in  society. 

To  the  children  of  an  immigrant  family,  the  <lay  school  offers  the 
oj>poi-t unity  to  learn  Kn«:lish  and  to  understand  the  laws,  customs, 
history,  and  institutions  of  the  United  States.  Their  j)arents,  be- 
cause ()f  their  economic  stru<r^le  and  the  lack  of  adcvjuate  e«lucational 
facilities,  freiiuently  remain  forei;,ni.  The  condition  that  provides 
for  an  American  education  for  the  child  but  makes  no  similar  pro- 
vision for  the  fathers  and  mothers  results  in  the  loss  of  parental  in- 
fluence which  tends  to  disrupt  the  family,  the  unit  of  society.  This 
is  the  very  condition  that  to-day  causes  the  spirit  of  lawlessness  that 
is  increasin<r  the  ranks  of  delinquent  children  and  is  retarding  their 
development  into  sane  and  useful  citizens. 

Manifestly,  therefore,  it  is  the  business  of  the  community  and  of 
the  indi\  iduals  composin":  it  to  otl'er  the  mother  in  the  home  a  reason- 
able  oj)port unity  to  learn  Kii<rlishj  to  understand  the  life  of  her 
chihlren  and  the  meaning  of  America,  in  order  to  help  her  to  estab- 
lish American  stamlards  in  the  home. 

COMMUNITY  OBLIGATIONS. 

If  the  community,  now  sud<leidy  rnn<lo  cons<ious  by  the  war  of  its 
educational  obligation  toward  all  of  its  m<MiilM'!s.  is  to  meet  its  obli- 
gation, the  lirst  re<|uisite  is  to  un<lerstand  fully  their  neeils.  An  un- 
derstanding of  the  alien  jxirtion  of  the  populatioi\  presupposes  a 
knowle(lge  which  can  be  aetpiired  only  by  direct  contact.  Such 
j-onlacl.  MS  in  ail  j>ersonal  relationships,  is  pf»ssil)!e  oidy  when  the 
attitude  that  induces  it  is  one  of  sincere  neighl)orliness  iind  fellow- 
sliip.  i'hrough  this  dire<-t  contract  the  older  Ameri<-an  gets  an  appre- 
ciation of  the  newcomers  Old  World  background.    The  immigrant's 

•19 


60  TRAINING   TEACHERS  FOR   AMERICANIZATION. 

intellectual,  relijrioiis,  social,  political,  ami  economic  status  together 
constitute  his  OKI  World  hackjrround  and  make  up  the  national  and 
racial  characteristics  that  include  his  contrihution  to  the  country  of 
his  adoption.  Through  this  neighi)orIy  a|)proach  of  the  Ainerit-an. 
the  immigrant,  now  exchuled  frt)m  contact  with  Americans,  gets  the 
right  introihiction  to  American  life  and  some  realization  of  his  ex- 
|K'cted  participation  in  it. 

It  is  a  truism  that  a  connnon  language  is  a  fundamental  unifying 
force.  A  speaking,  reading,  aiul  writing  knowledge  of  English  is 
a  rock-bottom  need  for  exchange  of  thought  in  this  country  by  which 
the  alien  gets  an  understanding  of  America,  its  la\cs,  customs,  and 
in.stitutions,  its  economic  opportunities  and  its  civic  privileges  and 
responsibilities. 

In  many  communities  various  agencies,  i)oth  public  and  volun- 
tary, including  organized  national,  racial,  and  religious  Imdies,  have 
been  seriously  at  work  tilling  to  some  extent  the  varying  needs  of 
different  groups  according  to  their  special  alliliations  and  educational 
desires.  Every  city,  however,  looks  upon  its  i)ublic-scluK)l  system  as 
its  one  democratic  medium  in  which  are  ccmtered  the  educational 
responsibilities  of  the  city. 

Tlie  public,  aroused  by  the  war  and  influenced  by  the  efforts  of  its 
various  agencies,  religious,  racial,  and  national,  to  meet  the  whole 
community's  educational  needs,  is  now  urging  ujwn  the  public-school 
system  its  obligation  to  extend  its  facilities  to  give  to  the  alien  indus 
trial  worker  in  the  factory  and  to  the  alien  mother  in  the  home  an 
opportunity  to  learn  English.  With  some  knowledge  of  the  lan- 
guage, the  mother  gets  an  appreciation  of  American  standards  of 
living  so  that  she  may  maintain  the  solidarity  of  the  home  and 
ins-till  into  the  family  life  a  spirit  of  mutual  res|>ect  and  reverence, 
while  the  whole  family  enters  into  a  fuller  jiarticipation  in  the  life 
of  the  conmiunity. 

The  pui)lic  school  has  a  special  duty  to  the  mother  at  home,  with 
her  ceaseless  daily  round  of  family  cares  and  resi)onsibilities,  her 
exceedinglv  limited  leisure,  her  natural  shvness  and  extreme  sensi- 
tiveness,  and  the  feeling  of  helplessness  and  isolation  imj)ose<l  uj>on 
her  by  ignorance  of  the  three  R's — of  which  her  child  of  eight  has 
already  accjuired  knowledge.  Obviously,  the  mother  does  not  and 
can  not  attend  evening  school.  Her  education  in  English  must  pro- 
ceed by  different  means. 

The  most  earnest  and  successful  teachers  of  children  have  always 
recognized  the  need  of  becoming  intimately  accpiainted  with  the 
home,  both  to  understand  the  background  of  the  school  children  and 
to  secure  the  cooperation  of  the  home.  The  recognition  of  the  need 
of  close  c(K>peration  between  school  and  home  has,  in  logical  seijuence. 
advanced  another  .step  in  the  recognition  of  the  need  to  place  greater 


THE   HOME   AND   NEIGHBORHOOD  TEACHER.  51 

emphasis  upon  tiie  eilucatiun  uf  the  moilier  and  upon  the  l)est  means 
to  help  her  o\ei((>nie  her  «j:reatest  liamlicap — illiter:u\ .  This  recog- 
nition leil  to  various  practical  experiments  in  many  cities  throutjh 
which  tiie  idea  was  tinally  ilevehiped  of  '*  the  home  and  neighborhood 
.  teaclier"  as  an  intejrral  part  of  the  public-s<-htK)l  system. 

THE  HOME-TEACHER  ACT  OF  CALIFORNIA. 

To  put  the  home  and  nei^hlK)rhood  teacher  plan  upon  a  workable 
basis  as  a  public-school  effort,  the  State  Commission  of  linmi^-ratinn 
and  lIousin«;  of  California  succeeded  in  ha\  in«r  the  lejrisiature  pass 
the  honie-teacher  act  in  11)1/).  A  3'ear  before  its  passa<;e  the  board 
of  education  of  the  cit}'  of  I^os  Angeles  ()[)ened  its  first  public  school 
daytime  class  for  forei^rn  mothers.  In  acconlance  with  the  pro- 
visions of  the  home-teacher  act,  the  first  lumie  teacher  be^an  work 
in  im.').  That  was  the  bejxinnin^  of  the  development  of  the  nei<i;hb()r- 
hootl  school  and  its  concomitant  socialized  processes,  furnishing  an 
ideal  educational  backjj^round  for  special  adult  work.  These  schools 
of  Los  An«reles  were  desijrneil  esi)ecially  to  hel[)  the  <^reat  bulk  of  the 
foreign-born  po[)ulati()n  to  ac([uire  a  knowledge  of  the  EnjjjlLsh  lan- 
«rua«re  as  a  necessary  tool  in  the  <;reat  democratization  [jrocess.  To 
this  end  intimate  nei<j:hl>orliood  classes  for  atlults  have  i)een  placed 
ch>se  to  the  compact  alien  «jr()ups.  These  forei<j:n  <rroui)s  include  at 
least  .'5'"^  nationalities,  amon^^  them  a  goodly  proi)ortion  of  Mexicans, 
totally  illiterate  and  with  the  lowest  living  standards.  In  1915  the 
estimated  inunigrant  population  of  Los  Angeles  was  28,650  out  of  a 
total  population  of  35().()00. 

During  the  i)ast  three  years  home  and  neighborhood  classes  have 
been  developing  under  the  [)ublic-school  system  of  Los  Angeles  until 
to-day  they  include  the  following  types:  Classes  for  mothers  meeting 
moridng.  afternoon,  or  evening  in  .schoolhouses,  cottages,  or  neigh- 
Ixjrhood  centers;  factory  classes  for  men  or  women,  meeting  in 
factories,  Pullman  car  departments,  paper  mills,  car  barns,  laundries, 
canneries,  and  nurseries;  classes  in  boarding  houses  of  large  non-  v 
American  groups  of  laborers;  classes  in  hospitals.  These  class 
gnjups  are  covered  by  21  home  teachers  in  15  school  districts  in  24: 
public  .schools  and  their  annexes. 

The  latest  addition  to  the  neighborhood  school  is  the  "cottage 
school.*'  sijoni^oifd  and  financed  since  May,  1010.  by  the  Ix)s  Angeles 
Federation  of  Parent-Teacher  Associati<tns.  The  report  for  the  first 
six  months  of  this  school  shows  that  the  total  enrollment  in  Septem- 
l»er,  1919,  was  87  adults  with  an  average  attendance  during  the  simi- 
mer  months  of  40.  The  total  number  of  families  represented  in  the 
enrollment  was  75,  or  three-fifths  of  the  125  families  within  easy 
access  of  the  cottage.     The  expense  of  conducting  this  cottage  has 


52  TRAINING   TEACHERS  FOR   AMERICANIZATION. 

been  low  compared  with  the  miiiihers  reached  and  the  i)erinanent  re- 
sults ohtaincd. 

On  the  basis  of  this  latest  addition  to  the  iiei;rhl)orho<Ml  school,  as 
well  as  upon  those  conducted  durin<;  the  past  three  veal's,  the  super- 
visor of  adidt  elcnicntarv  education  of  I^>s  Anjieles  savs  that  the 
department  of  educatinn  j)ursues  (he  plan  "because  it  is  based  delib- 
erately on  the  needs,  desires,  and  (•han<;es  in  fortune  of  the  human 
adult  life  it  attempts  to  serve,"  and  "because  of  the  conviction  in 
the  minds  of  most  of  its  workers  that  such  a  plan  of  approach  and 
procetlure  is  most  valid";  and  "because  the  department  has  l)een 
compelled  to  maintain  a  maxinnmi  of  activity  at  a  minimum  of  ex- 
pense. It  has  been  a  linancial  necessity  to  see  that  each  project,  larjrc 
or  small,  be  a  poin«;  institution  in  the  social  sense." 

FUNCTION  AND  AIM   OF  THE  HOME  AND   NEIGHBORHOOD 

TEACHER. 

The  siiccessfid  application  of  the  home  teacher  effort  in  California 
and  especially  in  Ix)s  An<reles,  with  its  very  complex  alien  problem, 
concomitantly  witli  the  exj^eriencc  piined  thronph  the  application 
of  the  idea  as  a  cooperative  effoi't  of  private  a«jencies,  and  school 
i)()ards  in  a  number  of  other  large  cities.  East  and  West,  have  helped 
to  define  the  function,  aims,  and  methods  of  the  home  and  neighbor- 
hood teacher  as  an  integral  part  of  the  i)ul)lic-school  system. 

The  function  of  the  home  and  neighborhood  teacher  is  to  connect 
the  school  with  the  home,  shifting  the  emphasis  from  the  child  to  the 
mother,  bringing  to  the  mother  a  knowledge  of  English  and  of  those 
fundamentals  necessary  to  American  standards  of  living. 

The  home  :iii<l  neighborhood  teacher  is  definitely  a  jjart  of  the 
school  system,  connected  with  a  definite  school  and  responsible  to  a 
definite  school  principal.  She  is  the  socializing  force  of  the  school. 
Iler  endeavor  is  to  foster  Americanization  for  the  whole  family  by 
iiel!)ing  the  alien  mother  to  understand  America,  the  America  of 
which  her  children  are  rapidly  becoming  a  part,  in  order  that  the 
family  unit  may  be  maintained  upon  American  standards. 

In  this  process  of  the  develo])ment  of  American  standards  in  the 
foreign  home  the  alien  mother  gets  a  better  knowledge  of  sanitation 
and  personal  hygiene:  an  understanding  of  American  customs  and 
institutions  and  a  realization  of  the  position  of  the  ])ul)lic  school  as 
a  civic  agencv  serving  all  in  the  community  alike,  and  for  which  all 
the  residents  are  resj)onsible:  the  reasons  for  compulsory  school 
attendance  of  children  and  tiie  recpiirements  of  citizenship. 

To  sum  up.  the  comprehensive  purpose  of  the  home  and  neigh- 
borhood teacher  is  to  maintain  family  solidarity  by  gi\'ing  the 
mother  an  opj^ort unity  to  get  a  knowledge  of  those  fundamentals 
essential  to  participation  in  American  life. 


THE    HOME    AND   NEIGHBORHOOD   TEACHER.  53 

APPROACH  AM)  CLASS  GROUP  ORGANIZATION. 

The  whole  effort  of  the  home  and  neighborhood  teacher  nnplies 
frienilly  jx^i-sonal  contact  of  the  Ameri<an  with  her  alien  sister. 
The  honio;;eneous  classes  for  mothers  are  organized  by  the  home 
and  nei<rhborhootl  teacher,  who  is  helped  in  her  approach  to  the 
forei^'ii  families  by  her  knowlcd<;c  of  their  lan<riia<„'e  ami  a  sym- 
pathetic understamlin^  of  their  ( )ld  \\'orl(l  backj^roiiml  and  present 
IH'rplexities.  Hy  s^'stematic  home  visitin*;,  usually  at  first  in  the 
homes  of  the  children  of  her  school,  accurate  statistical  information 
concernin«r  the  literacy,  living;  and  working  conilitions  of  the  mother, 
and  the  interest  in  citizenship  of  all  the  adults  in  the  family  are 
secureil.  From  this  accurate  information  the  exact  educational 
needs  of  the  adults  are  deduced  in  order  to  develop  facilities  to 
meet  the  special  requirements  of  the  mothers  and  to  interest  the 
other  adult  mcml>ers  of  the  family  in  already  existin<^  public  educa- 
tional facilities. 

The  mothers  usually  prefer  to  meet  in  some  inconspicuous  center 
in  their  immediate  nei<rhborhood  in  the  early  afternoon  hours,  after 
they  have  completed  the  mornin<^  duties  and  before  the  older  chil- 
dren return  from  the  afternoon  school  session  and  before  prepara- 
tions for  supper  must  be  under  way  for  the  returnin<r  wa<;e  earners. 
Sometimes  late  mornin<jr  classes,  as  well  as  early  afternoon  classes, 
are  convenient.  Usually,  too,  it  is  necessary  to  make  some  jirovision 
for  the  children  untler  school  a<re  who  must  accompany  their  mothers 
and  who  recjuire  nursery  care  if  the  mothers  are  to  avail  themselves 
of  the  facilities  offered  by  these  organized  groups  for  the  study  of 
English. 

The  board  of  education  of  Los  Angeles  has  nurseries  in  some  of 
its  civic  center  schools,  but  other  school  boards  are  not  so  well  pre- 
pared to  undertake  the  care  of  the  children  accompanying  their 
mothei*s  to  the  classes.  This  difficulty  can  be  met,  as  it  is  met  in 
many  instances,  by  the  home  and  neighborhood  teacher's  coopera- 
tion with  day  nurseries  ami  voluntary  women's  organizations  inter- 
ested in  the  Americanization  of  the  alien  homes.  Through  the 
friendly  contacts  estal)lished  in  the  individual  homes,  mothers' 
groups  especially  organized  for  the  study  of  English  l)ecome  by 
their  very  nature  the  Americanizing  centers  of  the  neighborhood, 
•■  affording  a  mutual  giving  and  taking  of  contributions  from  both 
newer  and  older  Americans  in  the  interest  of  the  common  weal."  ' 

The  home  and  neighl)orh()od  teacher,  through  her  visiting,  dis- 
covers the  most  convenient  and  accei)table  meeting  place  for  each 
•  lass  group.     The.se  meeting  places  vary  according  to  the  type  and 

'  From  tho  dcflnitloD  of  .\m<'rtcanizutlon  of  the  .Vmerlciiiilzatlon  Study  of  tin'  Carn«ffU' 
i  "oi  [Miration 


54  TRAINING    TEACHERS    FOR   AMKRlCANlZATION. 

ppneral  tharacter  of  the  nei«jhlH»rluM»<l.  H<niio«r»'ruHMis  pronps  of 
iiiotluTs.  Icaininjr  l''n^li>li,  niv  ln-iii;:  iimiiitanu'tl  to-day  in  distrift 
liluaiies,  Suiulay  sthoul  rooms,  coiniminity  ceiitors,  tenements,  model 
flats,  cottages,  lalK>r  camps,  ami  s<»mt'times  in  s<'1hk)1  biiiitlings  and 
sometime-s  in  small  centers  developed  l)v  the  nei«jhlK)rhood.  Some 
communities  which  recognize  that  slnness  makes  the  mothers  re- 
hutant  to  enter  formal  s<-hool  buildings,  designate  these  neighbor- 
hootl  center  classrooms  as  anne-\es  to  the  nearest  public-school  build- 
ings. Kxperience  also  shows  that  the  nudtiplicity  of  the  foreign 
mother's  duties  makes  it  imi)ossil)le  for  her  to  attend  class  more  than 
twice  a  week  and  that  the  (lass  sessions  should  not  keep  the  mothers 
away  from  home  for  more  than  two  hours. 

When  the  alien  nn)thers  have  once  formed  the  habit  of  class  at- 
tendance, they  welcome  a  continuation  of  the  classes  without  a 
break  in  the  summer  time.  Indeed  they  frequently  find  it  easier  to 
attend  classes  during  the  summer  months  than  at  other  seasons  of 
the  year. 

METHODS  OF  THE  HOME  .VND  NEIGHBORHOOD  TEACHER. 

The  home  an<l  neighborhood  teacher  is  the  connecting  link  between 
home  and  school.  Ih'r  natural  introduction  into  the  home  therefore 
is  through  the  child  in  the  .«;chool.  Often  a  visit  in  one  home  leads 
to  an  intnxluction  to  neiglil>oring  homes.  'JTie  main  purpose  of  the 
visiting  is  not  to  reach  the  child,  hut  tlie  mother  who  creates  its 
home.  .Vs  the  home  and  neighi>orhood  teacher  makes  her  friendly 
contacts  with  the  mothers.  an<l  her  influence  in  the  neighborhood 
grows,  she  .secures  the  confidence  of  the  foreign  Avomen  and  finally 
organizes  them  into  class  groups  for  the  study  of  Knglish  and  civics. 

In  organizing  these  neighl>orhood  groups  the  home  and  neighbor- 
hood tei»cher  accomplishes  her  purpose  with  the  least  difficulty  when 
the  groups  include,  at  first,  women  mainly  of  like  race  or  nationality, 
with  approximately  the  same  degree  of  literacy  or  the  lack  of  it. 
The  grouping  <m  the  basis  of  nationality  or  race  follows  a  funda- 
mental law  in  elementary  e<luration.  namely,  to  pro«-ccd  from  the 
known  to  the  unknown.  When  the  woman,  hitherto  isolated,  finds 
herself  with  women  of  her  own  nationality  and  on  the  same  plane 
of  literacy  with  them,  she  soon  loses  her  shyness.  This  first  step 
out  of  her  complete  isolation  paves  the  way  for  the  foreign  mother 
to  enter  more  fidly  into  the  life  of  her  family,  her  neighl>orhood, 
and  her  community. 

SUGGESTIONS. 

The  first  ne<e.ssity  of  the  alien  woman  is  to  learn  to  s/unk  Engli.^^h. 
This  means  abilitv  to  converse  suflicientlv  to  meet  tlie  direct  needs 


THE   HOME   AND   NEIGHBORHOOD  TEACHER.  55 

connected  witli  lur  daily  life.  Corivct  pronunciation  and  idiomatic 
expii'ssion  should  not  be  stiesseil  at  this  point,  if  the  pupil'?;  interest 
IS  to  «rro\v.  Reading  and  \vritin«r,  wliile  they  must  be  tau<riit  simul- 
taneously with  speakin«;  Kurdish,  are  of  lesser  importance  in  the 
first  lesson.s  until  the  mother  has  aeijuired  a  suflicient  vocabulary  to 
meet  iier  more  urjrent  immediate  needs.* 

The  process  of  makin«r  home  contaets  to  organize  cla.ss  groups  and 
the  teaehin^  of  the  jrroups  re<iuire,  to^'ether  with  enthusiasm  and 
optimism  for  the  task,  inhnite  patience.  iii«j:enuity.  and  t:ict  and  the 
closest  '*  follow-up." 

-Vn  intimate  ac(|uaintance  with  the  typical  characteristics  of  the 
neighborhood  (including;  the  standards  of  livinj;  of  its  national 
•rroups,  and  some  command  of  the  lan<;ua«;e  of  at  least  the  predomi- 
natin<;  ^'roup,  are  mo.st  desirable.  Speaking  En«;lish  should  be  the 
constant  aim  of  the  home  and  nei^dd)orhood  teacher. 

In  planning;  the  course  of  instruction  the  home  and  nei<.diborhood 
teacher  .shoidd  include,  very  informally,  lessons  that  will  jrradually 
pre|)are  the  woman  to  exercise  intelli<;ently  her  ri<;ht  to  vote  when 
automatically  throu«j:h  her  husband's  naturalization  she,  too,  be- 
comes a  citizen. 

Whole.Mtme  recreation  as  a  peda<;o^ical  principle  is  of  ever  greater 
imp<>rtance  in  this  kind  of  teachinnj  than  in  the  more  formal  class- 
room curricula.  With  this  in  view,  the  recreational  and  social 
facilities  of  the  nearest  school  buildin<^  can  be  used  to  the  utmost 
advantajjfe  to  the  whole  nei«rhborhood  as  well  as  to  these  class  j^roups. 

QUALIFIC.VTIONS  OF  THE  TEACHER. 

Tiie  home  and  neijihl)orhood  teacher  represents  a  new  phase  of  the 
teachin«r  profession  and  recpiires  special  qualifications.  They  are 
twofold  in  their  nature. 

1.  As  an  instructor,  she  needs  special  trainino;  to  appreciate  how 
to  deal  with  the  adult  mind  of  the  mother,  frequently  totally  illiterate 
ami  lacking;  all  educational  discipline.  The  mother's  main  point  of 
interest  is  not  the  ac<juisition  of  the  new^  lan^zua^e  but  the  need  of 
possessin«r  the  key  to  <rive  her  an  understandin<;  of  life  in  the  new 
country  with  its  unfamiliar  conditions. 

2.  As  a  social  worker,  the  home  and  nei«rbl)orhood  teacher  must 
have  a  sincere  interest  in  and  a  sympathetic  understand  in  <;  of  the 
foreifrn-l3orn  and  a  knowled<re  of  the  mothers'  old-world  back<rround 
and  new-world  perplexities.  In  her  work  the  teacher  should  have 
some  command  of  the  lan«rua^e  of  the  predominating  <rroup  in  the 
district  as  well  as  some  knowled</e  of  life  in  the  countries  from  which 
the  various  jrroups  have  come.     She  must  have  tact  in  her  approach 

'Refer  to  H.  II.  Ooldt>ergpr'«  miinual,    •  How  to  Teach  English  to  Foreigners." 


66  TRAINING   TEACHERS   FOR   AMERICANIZATION. 

and  the  ability  to  make  frieiuls  readily  in  the  delicate  ta^ik  of  home 
visiting.  lU-r  altitu<le  must  be  free  fn»m  erititisni  while  at  the 
same  time,  to  further  lu-r  aim,  she  is  taking  advantage  of  all  the  con- 
ditions she  meets. 

^^'ith  these  «|ualili«atii)ns  the  home  antl  nei^hborluMxl  teacher,  with 
Kii^riish  as  her  lirst  oltjective,  imperceptibly  and  persistently  in- 
tt'r|)rets  to  the  mothei*s  the  American  p(»iii(  of  view  without  causinj; 
unihie  conflicts  in  their  ment.il  MUitudc. 

EQUIPMENT  FOR  THE  HOME  TEACHER. 

A  suitable  location  and  cliccrful  rof)ms  for  the  class  proups  must 
Ih'  available.  Tiie  rooms  should  be  maile  very  attractive  on  a  simple 
plan  that  the  women  nuiy  copy  in  their  honu's.  Sf)nu^  nursery  ])ro- 
vision  for  the  children  under  school  age,  who  of  necessity  accom- 
pany their  mothers,  is  imperative. 

While  some  jxood  te.xtbo()k.s  are  available,  they  are  valuable  princi- 
pally as  ;;uides  to  the  teacher.  The  home  and  neifrhborhood  teacher 
must  have  the  in«j:enuity  and  resourcefulness  to  j^repare  special  les- 
sons to  meet  the  needs  and  desires  of  special  groups.  She  must  also 
have  the  means  of  j)rovidiii<r  printed  charts  and  pictures  and 
mimeo<jfraphcd  separate  daily  lessons,  prepared  by  herself,  for  the 
use  of  the  mothers  accordiu";  to  their  needs  and  desires. 

The  daily  lessons  carefully  prepared,  should  be  based  upon  the  inter- 
ests of  each  specific  class.  Tlie  subject  matter  and  treatment  depend 
not  only  upon  the  racial  or  national  j^eculiarities  of  each  proup.  but 
also  upon  the  ordinary  activities  of  its  members.  Thus,  one  ^roup 
■will  be  interested  in  doinp:  manual  work,  such  as  the  makinjr  of  a 
child's  parment  or  some  part  of  it,  as  the  means  of  learnin<r  dress- 
makin«r  terms  and  American  ways  of  dressing.  Another  •rroup  will 
ask  for  direct  instriiction  in  readiu'r  snid  writing'  Kn^dish.  If  the 
mend)ers  are  the  wives  of  small  shoi)keepers  they  will  want  to  l>e 
able  to  make  bills  and  to  list  articles  in  the  shop:  they  will  be  in- 
terested in  learninpf  elementary  arithmetic  and  simple  banking  trans- 
actions. Others  in  the  group  will  In?  interested  to  learn  to  converse 
in  English  in  order  to  do  their  household  purchasing.  Classes  of 
very  young  mothers  will  wish  to  learn  Kngli.sh  to  discuss  the  care 
of  their  babies. 

Whatever  the  content  of  the  lessons,  experience  shows  that  each 
le.'^son,  when  on  a  separate  sheet  which  the  mothers  can  take  home 
after  cla.ss,  is  usually  more  thoroughly  mastered  than  a  le.s.'^n  in  a 
textbook.  A\'hatever  the  subje<-t  matter,  pictures  and  charts  help 
materially  in  fixing  the  text  in  the  minds  of  the  pupils.  There  must 
be  variety  of  material  and  methods  of  presentation  in  a  series  of 
lessons  based  on  a  definite  plan. 


THE    HOME    AND    >:EIGHBORHOOD   TEACHER.  57 

Amoii^  the  \vell-kiu)\vn  te\tl)ooki»  tliat  ure  especially  useful  as  a 
guide  to  the  liDUie  anil  nei«?liborhood  teacher  are  "  Knjijlish  for  Com- 
ing ("itizeiLs,"  by  H.  11.  (ioKll)erj;er:  "  Knglish  for  Forei«;n  Women," 
by  Kutii  Austin;  "The  Well  liaby  Primer,"  by  Can>Iine  Hedger, 
M-  D. ;  ^A  Su^^'estod  Course  of  Study  and  Syllal)us  for  Teaching 
Knglisli  to  Forei<:ners/'  by  Samuel  .1.  lirown,  ('onntH-ti<ut  Board  of 
Education,  llarlfcinl:  and  "  Manual  for  llonu*  I'eachers,"'  California 
State  Comnii>sion  of  Immigration  and  Housing. 

Mu'^t  eivsontial  to  the  success  of  the  home  and  neighborhood  teacher 
is  the  connection  with  a  sclund  principal  upon  whose  understanding 
and  intereiit  she  can  dcpcn<l.  Such  a  princij)al  will  otier  her  the 
resources  of  the  sch(K)l  and  will  at  all  times  be  ready  to  provide  the 
recreation  that  stabilizes  the  groups  and  deepens  the  interest  in  the 
work  by  the  sociability  it  fosters. 

UO.MiDS  OK  EDUCATION. 

During  the  past  few  years,  the  public  has  become  thoroughly  aware 
of  the  limitations  of  tlie  piiblir  night  school  that  lias  left  milli(»ns  of 
our  alien  p<»pulation  in  a  state  of  illiteracy.  Simultaneously  private 
agencies  ha\e  bei'n  doing  pioneer  work  in  attacking  this  overwhelm- 
ing problem.  Their  sympathetic  understanding  of  the  foreigner  led 
them  to  recognize  that  illiteracy  was  his  greatest  handicap  and  liter- 
acy in  Knglish  his  fundamental  need.  Voluntary  agencies  ever}'- 
where  attacked  illiteracy  as  best  they  could,  trying  at  the  same  time 
to  i)ring  an  American  atmosphere  into  the  foreign  home.  Insufficient 
comnninity  support  materially  limited  the  scope  of  the  effort  of 
private  agencies  and  the  lack  of  connection  with  the  public  school 
system  left  the  ell'ort  iinstandardized  and  sporadic  and  lessened  its 
effectixeness  and  autlioi*itativeness. 

IIowe\er,  this  pioneer  enileavor  influenced  public  opinion  and 
finally  led  to  a  recognition  on  the  part  of  school  boards  that  the 
night  9clu)ol  as  such  must  be  supplcnu'nted  by  day-time  classes  in 
plants  and  factories  for  alien  industrial  workers  and  by  home  and 
neighlKjrIiood  classes  to  link  home  and  school,  bringing  a  knowledge 
of  the  Knglish  language  iind  American  standards  of  living  to  the 
mothers  whf)  are  the  homemakers. 

With  Federal  and  State  school  authorities  now  fostering  the  plan, 
school  boards  in  a  number  of  cities  are  preparing  their  organization 
to  inchule  the  honu'  and  neighborhood  teacher. 

The  rating  and  .s;dary  basis  of  such  teachers  should  be  in  accord- 
ance with  the  service  they  are  rendering  and  at  least  equal  to  the 
rating  and  salary  of  day-time  teachers  of  children.  From  the  j)oint 
Af  view  of  school  budget,  there  is  ecciuomy  in  the  plai»  becaui^e  of  the 
concentration  of  clfort.  the  extension  of  the  lield.  multiplication  of 


58  TRAINING    TEACHERS   FOR   AMERICANIZATION. 

groups    ami    their    steaily    allt'iulance,    upctn    whicli    restb    ultimate 
Kuocess. 

At  the  prosont  time  there  are  but  few  opportunities  for  the  spe- 
eialized  training  of  lionie  and  neighborhood  teachers.  Short-unit 
lecture  courses  in  a  few  universities,  normal  schools,  and  State  insti- 
tutes are  l>eing  ollered.  For  the  most  part,  teachers  of  the  adult  illit- 
erate aliens  are  drawn  from  the  ranks  of  the  daytime  teachers  of 
children  and  secure  their  special  training  in  the  field.  This  short- 
coming will  be  overcome  as  soon  as  communities  realize  that  all  adult 
alien  education  is  a  highly  specialized  e(hicalion  lield  of  the  puljlic- 
school  system,  an  important  fieUl  that  beare  directly  up(m  the  welfare 
and  wholesome  development  of  the  community  and  therefore  retjuir- 
ing  expert  direction. 

RESULTS  OF  HOME  AND  NEIGHBORHOOD  TEACHING. 

The  school  is  the  one  democratic  civic  agency  that  all  foreign-born 
people  know  and  trust.  It  carries  the  educational  obligation  of  the 
whole  community  and  in  no  way  savors  of  philanthropy.  Therefore, 
home  and  neighl)orhood  teaching  can  be  fully  elFective  and  of  per- 
manent value  only  when  boards  of  education  make  it  an  integral  part 
of  the  pui)lic-school  system.  When  thus  administered,  home  and 
neighborhood  teaching  shows  the  following  results: 

1.  By  bringing  a  knowledge  of  English  and  fostering  American 
staiulards  in  the  homes,  without  a  ruthless  disregard  of  Old  World 
customs  and  habits,  the  integrity  of  the  family  as  the  social  unit  of 
society  is  maintained. 

2.  Better  standards  of  sanitation  and  hvgiene  in  the  liomes  react 
favorably  upon  communitv  health. 

;i.  A  knowledge  of  American  customs  and  institutions  brings  an 
intelligent  response  to  civic  demands. 

4.  Citizens  of  to-morrow  with  some  true  knowledge  of  ideals  of 
democracy  take  out  their  citizenship  papers  with  enthusiasm,  in  some 
degree  prepared  to  meet  their  civic  duties,  privileges,  and  responsi- 
bilities. With  such  preparation  the  attainment  of  American  citizen- 
ship ceases  to  have  merely  utilitarian  value. 

In  conclusion:  '*  If  the  teacher  be  wise  and  large  minded,  she  can 
not  only  help  the  alien  to  absorb  what  we  have  to  give,  but  can  bring 
back  to  us  a  fund  of  knowledge  concerning  him.  und  open  a  channel 
for  what  he  and  his  civilization  have  to  offer  us."" 

•  From  till-  Maniinl  for  Homo  Teacherti  of  the  California  State  CommiBslon  of  Iminl- 
^niUon  and  Housing;. 


APPENDIX. 

HEPORT    OF   COMMITTEE   ON    TEACHER    TRAINING    IN 

AMERICANIZATION. 


I.     PRKAMMLK. 


A  Nuinmal  t"ont»'i«'ii<«'  on  .\iii«i  inini/uiiKMi,  iin'»'tlii;;  at  tliP  National  Capital, 
May  lli  to  ir».  lull),  makes  ili«-s*'  i  <•<  iiiiiiii«iMlati<iiis  lit-uriiiL'  ii|Kin  the  pn-paru- 
tion  of  all  public  tt'acii«'i-8 : 

TIh?  uriKiiial  desinu  lu  making  education  a  public  service  support***!  by  taxa- 
tion of  all  tin-  i^itplf  was.  and  the  |ires«Mit  f)uriK>sc  should  h«'.  that  tlie  schools 
will  pn-parc  cili/.eus  for  a  dciiKK-racy. 

Tlil8  duty  should  be  the  pn^emlnent,  not  the  secondary  or  incidental,  purpose 
uf  ail  public  teiicbing. 

Wc  urm*  uiKin  ail  normal  schools,  colloiros.  and  other  agencies  concerne<l  with 
the  tralniiii:  t>f  tfjnhcrs  ihat  c<*urs«'s  l>e  trivcn  aindiiK  diit'<-tly  at  the  iMiulpmcnt 
of  all  public-school  teacliers,  whether  of  children  or  of  adults,  to  train  citizens 
In  the  si>e<4tic  knmvleilpe  and  duties  which  lead  to  realization  of  the  hifrhest 
Americanism. 

For  u  detinite  program  lookinp  toward  the  training  of  Americanization 
workers  we  recommend  that  attention  be  given  to  preparing  (n)  lejiders  and 
organizers;  and  (6)  teachers  of  innnigrants  and  of  adult  illiterates,  whether 
in  Itulustry.  home,  or  school. 

\Vi»  r.Momineiid  that  these  workers  be  trained  by  (a)  State  departments  of 
education;  {b)  local  educational  authorities;  (c)  universities  and  colleges; 
and  (d)  city  and  State  normal  and  training  schools. 

We  rec-uumiend  to  educational  Iniarils  and  to  pjitriotic  organizations  that  they 
investigate  and  report  to  the  puiiiic  the  progress  of  the  training  of  teachers 
of  Americanization.  We  reconunend  that  the.se  organizations  take  means 
actively  to  iMicoiirage  the  i>reparation  of  such  teachers  in  institutions  and  locali- 
ties heretofore  witliout  this  s<'rvice. 

II.    8UGOE.STED  FrXCTION.S  OF  THE  .SEVERAL  TEACIIER-TRAIXIXG  AOENCIE8 

XAMEI)   ABO\'E. 

A.    rOTXEGES    AND  UNIVERSITIES. 

Colleges  and  nrdversities  should  look  upon  it  «.«!  their  special  function  to 
train  leaders  and  organizers  in  Ameriraiiization  activities.  Courses  adapted 
to  this  end  shoubi  be  «>ffer«'«l  either  as  part  of  the  year's  program  or  through 
the  meiliuni  of  tin-  summer  session.  No  such  course  or  «"onrNes  can  be  con- 
sidered really  a«lef|uate  uidess  they  give  first-haml  experien<-<'  in  the  teaching 
of  the  Imndgranr.  <"olleges  arid  universities  should  equip  themselves  to  handle 
this  activity  In  a  practical  way. 

H.    CITY   AND  STATE   NOBMAL  SCHOOLS   AND  TILVININO  SCHOOLS. 

The  function  nf  these  institutions  is  undoubtedly  iii»'  preparation  of  t»iieliers 
in  the  tieUl  nf  .\meri<anl/.ation.     This  should  !»*•  dune  primarily  as  a   phase  of 

59 


60  TRAINING    TEACHERS   FOR    AMERICANIZATION. 

the  ri'ifular  year's  work.  Hui,  when  this  is  not  fi-iisjliie.  tliese  Institutions 
should  offer  extension  iimrses  of  the  Satunlay  niorninj:  tyi»e.  In  so  far  as 
)iossible,  observation  and  practire  should  tlnil  i)latv  in  ilies««  courses. 

C.  STATE    I>nrARTMENTS   OF    rOlTATION. 

Tlie  siHH'ial  function  of  State  dci<:irtnuMils  ui"  c»|ii«:itl.>n  ns  teachcr-tralninK 
au'encl«»s  lies  in  tlie  orpmi/.ation  of  tcai  licrs"  Instltules  for  tlie  iiuriK»se  t)f  licli>- 
in;:  teachers  in  sw^rviiv.  Actinp  in  c<x»|M»ration  wltli  normal  wlnxds  and  wltli 
l«Hal  8Ch(M)l  authorities,  this  apency  should  detenulne  the  chanicter  of  extensittn 
«'ours*>s  t)f  various  kinds,  their  leiipth,  tlie  niiuireuients  for  Jidnilsslon,  the 
basis  for  certifying  teachers,  and  so  on.  It  should  lurnish  instructors  capidde 
of  conducting  such  ouirses  when  calleil  uixm  to  do  »o.  In  addition  the  State 
department  should  K*ve  assistance,  throuKh  Its  staff  of  exp<'rts.  to  «-on«munltle8 
t«M»  small  to  enpise  expert  suiM'rvisloii.  And,  lliially,  the  State  <lepartn)ent 
shoultl.  from  time  to  time,  investi;:ate  and  re|M»rt  upon  the  pro^^ress  of  the 
tnilnlnK  of  teachers  for  Amerlcanlzatiitn  work,  and  take  measures  to  en- 
courage this  preparation  In  Institutions  and  h>calitles  where  It  Is  uot  given. 

D.  THK   KKDERAL   BITIEAU    OF   EDUCATION. 

The  Fodeml  Rnreau  has  the  ohlipntion  upon  It  of  "  hendlnp  up  "*  tencher- 
traininj;  activities  tlimu^hout  the  country.  It  should  he  a  «learinK  house  from 
whi«h  bulletins  shoultl  emanate  from  time  to  time  s«'ttlng  forth  the  latest  and 
best  exiierlnients  in  teacher  training.  Two  things  are  of  primary  Importance 
In  solving  the  problem  of  Americanization — sjine.  authoritative  leadership,  and 
money,  and  both  should  come  from  Fe<leral  agencies.  The  numey  lacking,  the 
(•bligallon  to  assume  leadership  yet  remains. 

III.    OUTLINE  OF  THE  CONTEXT  OF  A  COURSE  INTENDED  TO  COVER  AT  LEAST 
30    HOURS   OF    CLASSROOM    WOKK     AND    -•4     HOUKS    OF    OIlSKItV.VTlON    AND 

PR^VCTICE. 

(  Tn  be  Adapteil. ) 

PART     I.    THE    SCOPE.     THK    ORGANMZATION.     AM)    THE     MEAM.NO    OF    THE     AMEBUA.M- 

ZATION    MOVEMENT. 

(Lectures,  Rej^ort.s  and  Discuss inns/» 

(fl)  The  immifirnnt  tide.  ]R90-W1.'k — SlpiiiHcant  statistics;  causes  of  the  ebb 
and  flow;  attempts  to  handle  the  problem  duriii;:  Ibis  period;  the  evening 
.schooKs  their  acx-omplishments  and  failures;  the  <outributions  of  various 
private  agencies;  the  lack  of  public  Interest  and  public  support. 

(6)  The  beginning  and  development  of  the  Anieriennization  moremenl. — The 
"America  flrst  "  campaigns  In  Rochester,  Detroit,  Cleveland.  Roston,  and  other 
places;  Americanization  as  afTe<ie<l  by  the  war;  the  activity's  of  State  councils 
of  national  defense;  the  formulation  of  Federal,  State,  and  city  plans  and  cam- 
paigns; the  contributions  of  semlpuhllc  agencle.s — National  .\merlcanlzatlon 
Committ«v,  rnite«l  States  Chamber  of  <\)mmerce.  North  Anu'rlcan  Civic  I.^ague 
for  Immigrants.  Immigrant  AI<1  Society.  Y.  M.  C.  A..  Y.  W.  C.  A..  Interracial 
Council,  etc..  an  analy.sls  of  Americanization  legislation  operating  and  i>endlng. 

(c)  Fundamrntnl  pnUeieH  and  vinrpointx. — The  ImiKirtance  of  guidance  and 
control  by  ptd>llc  authorities;  the  legitimate  functions  and  activities  of  various 
nonpublic  agencies ;    the   larger    asi»ects    of    the    Americanization   movenjent ; 


APPENDIX.  61 

Amorimnlzntion  and  tho  pchoolingr  question  ;  the  policy  of  rompulann/  Anicri- 
raiiizittloii ;  the  f<irei^,'ii-ltiii;;iiam*  ((lU'stion  ;  fort'l^^n-laii^ruiiK"*  pn-ss  and  s<1i<k.»I  ; 
Auierimiilzatioii  and  our  uative-horii ;  "Who  i8  the  good  citizen?"  (see  under 
Pt.  Ill)  ;  th»'  inunlKraiit — an  aswt  or  a  liahillty. 

((/)  Imlutitiitil  Anirrutinizatioti.'  T\\o  n'conl  (if  what  has  hoon  accomplished 
in  this  th'ld ;  the  plan  of  industrial  Anu'ricanization  in  tlu'  nfiH-iai  srlu-uir; 
hrtwidiT  phHst>s  iif  industrial  Auierk-anizatlon — uechlent  pri'veiitlon,  health, 
recreation,  etc. 

(«•)  Aiinri4aui:in4/  Ihr  immigrant  troiiuin. — Home  and  motluTs'  classes;  the 
Culiforida  plan;  the  aciivitli's  of  wciinen's  cluhs  in  this  lifld  ;  the  Cnuiuii  of 
Jewish  Women;  the  Interiuith»iuil  Institute;  the  Women's  Municipal  I><»a»fue 
(Hoston);  dillicultles  encountertKl,  and  points  of  view  that  should  olitain. 

(/)  Antrru(nii:<ili<tn  and  thv  <  om»/i»ai7//.-  AnuTicanlzalion  tlirnuf^li  activities 
of  innnlKrant  >:roups;  the  couuuunity  center  i<lea  ;  comiuiinity  sin;:inK,  jta^eantry, 
and  puhlic  celehratlons;  Americanization  and  tiie  housing  proldeni ;  American- 
ization and  the  schtM»l  nurse;  lepil  aid  for  the  immigrant;  Amerlcatdzatlou  and 
the  puhlic  lihniry.  etc. 

TAKT    3.    IMMIUK.VNT    BACKGROUNDS;    RACIAL    CHARACTEK18TICH    AND    CONTRIBUTIONS. 

(I..ectures,  Book  Uevi»'ws,  and   Discussions.) 

(«)  Statistics  .showinp  the  adaptai)llity  of  the  different  races  to  the  process 
of  assimilation:  hund^rration  illiteracy  as  a  factor. 

(b)  Americanization  as  affecte«l  hy  political  and  «'Conomlc  conditions  in 
the  home  country;  the  importance  of  a  knowledge  of  the  immi;;rant's  point  of 
vh'w  ;  the  approach  to  the  immigrant;  racial  ideas  and  herita;?es;  how  dealt 
with;  the  question  of  naturalization. 

(t)   Book  reviews  on  the  literature  of  this  subject. 

PART    3.    AMERICANISM — WHAT   IS   IT7 

(Lectures,  Discussions,  Book  Reviews.) 

(fl)  An  analysis  nf  American  idesils,  beliefs,  attitudes,  and  pt)ints  of  view  in 
terms  that  touch  the  inuuiicrani's  exi)erience;  American  democracy — its  pronuse 
and  its  i>erils ;  the  land  «»f  promise — its  lights  and  shadows;  the  privilef^es 
and  opp<jrt unities,  the  duties  and  obligations  of  the  good  citizen ;  the  meaning 
of  "equality  '" :  the  m-inl  of  c-apable  leaders  and  intellijrent  followers;  the  prin- 
ciple (if  majority  rule;  the  ideal  of  adherence  to  lawful  authority;  the  habit 
of  cooiK'ratlon. 

(6)  A  survey  of  the  literature  setting  forth  the  ideals  of  Americanism. 

PART    4.    THK    IMMItiR-VNT    I.N    THE    SCHOOL. 

(Lectures,  Ccmferences,  and  Practice  Teaching.) 

(a)  Ainift,  methods,  and  materials  in  the  tiaihinij  of  Kn<jlish. — The  j>lace 
of  conversation,  reading,  and  writing;  a  criticism  and  evaluation  of  the  several 
methods  now  commoidy  u.sed ;  principles  underlying  the  selection  of  content, 
and  the  adajttation  ..f  content  to  the  iuhmIh  of  dilTerent  types  of  class«'s;  the 
strengths  and  the  weaknesses  of  ti'Sts  commonly  use«l  ;  the  orgaidzatlon  of 
les.son  material ;  special  methods  in  reading,  phoidcs,  writing. 


62  TRAINING    TEACHEBS   FOR   A.MERICANIZATION. 

(ft)  Important  tcar/Ung  principles  applied. — The  loss4in's  lenptii ;  skill  iu 
tirlll ;  cliiss-aclivlly  r.  toacbiT-activlty ;  roachliie  tho  imiiii);rant*s  hi-art ;  social- 
izing the  instruction. 

{(•)  Oriianizntinu  i,f  / /«.y,s»'.v.  -  ltast»s  for  clas-sUhnition,  hy  luitioiuililN ,  hy  sox, 
«*tc. ;  how  to  Kft  att»MHluncc;  how  lo  hold  It;  fruitful  publicity;  nunilicr  of  ws- 
sions ;  su;:tr«'sto«l  staiKlanls  of  achlevpuieiit  ;  time  Hchctlulcs. 

{d^  Mmx.  melhwls.  and  materials  in  intrmicdiatc  and  advanced  clas»ea. — 
Ti-xtlinoks  analyzed  and  i  rillii/.fd  ;  incnlfiithm  Ainrrlcanlsin  thiiiu^li  Idstory; 
civics;  throni;!!  partici|tation  in  scliiHd  and  coininuiuty  a<"livUlcs;  Anit-ritunisni 
through  rciidlnjrs,  lectures,  and  motion  pictures;  Americanism  througli  f^>R- 
ra|)hy ;  tlie  8oclHli7.e<l  school;  the  school  center;  training  in  citlzeusiiip  looking 
titwani  naturalization. 

(c)    ^^'lto  iJt  the  f/oof/  teacher  of  tfw  adult  itntnifjrantt — A  standard  based  on 
these  factors:  (1)  Her  personality  and  attitude;  (2)  her  knowle<lKe  of  Ameri- 
canism and  loyalty  to  its  ideals;   (3>  her  s|n>cial  preiNiration  for  the  task;  and 
(4)  her  appUnUlon  of  pood  teachinc  principles. 
RcsiK'tt fully  NuliuiiUt'd. 

John  .1.   .Mahonky.  Chairman, 
State  Supcrri-Mor  of  Anteriranization  for  Mafftarhutfctlfi, 

I'riiicipul   Stdti    \onmil   Srhool.    l.oirrll,   .Uax.v. 
A.   K.  .Tknks, 
Director  Ainerieanization  Trainini),  ['nircrsity  of  Minnesota. 

IHIV    H.    T.KSCOHIF.R, 

Director  A nirrirunizntion  /Mri>iV<n,  I'nirersitii  of  Wisconsin. 

Wii.i,i.\M  Mc.Vndrkws. 
Assnr^ate  Superintendent  of  Sehooix,  Nete  York  Cittl. 
<Jkor<;k  E.   Smith. 
thinitii  Siijii  rintendent  of  SiIioiiIh,  BuffQlo,  h.   X. 

l"ilANCKS    K.    WeTMORE. 

J'ublic  Schools  of  Chicago. 
E.  V.  Wiijcs, 

Director  Clorelaml  Auk  ricanizatiftn   Council; 

formerly  Assistant  Superintendent  of  Schools,  Akron,  Ohio. 

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